Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Environments Conducive to Learning (Strengths and Needs):
Please provide a list of the LEA’s strengths and needs regarding how students are supported physically, socially, emotionally,
intellectually, and psychologically in environments that are conducive to learning, along with the LEA’s strengths and needs regarding
student barriers to learning (e.g., attendance, mobility, and behavior).
STRENGTHS
1) The district has developed a Five-Year Plan outlining its
vision for a positive school learning environment.
Administrators and staff support the view that emotional,
psychological and social needs of students are intrinsically
related to academic achievement and promote this approach.
School safety in the broad sense forms the foundation of the
Five-Year Plan. Principals, in highlighting the top key
elements of their school, list safety as one of the key elements.
Each school site has a Safe School Plan and a school safety
committee to address site-specific goals based on needs
assessment with staff, students, and community. Both plans
focus on the strategies essential to the creation of a positive
learning environment.
2) The district has several groups that guide the district in
planning and implementing strategies to support an
environment conducive to learning. The superintendent’s
Student Advisory Committee meets monthly and consists of a
student representative from each of our 19 schools to discuss
the needs resulting from a variety of data collected by
students. The District Advisory Committee consists of parent
representatives from each school, the superintendent, and the
site administrator. This group has designated school safety as
its top priority.
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1)
2)
3)
4)
5)
6)
NEEDS
All staff working directly with students must embrace the
priority of school safety and find ways of implementing school
safety support programs such as Positive Behavioral
Interventions and Support, Family Life Education, and Red
Ribbon Week activities.
Increasing opportunities for students and parents to participate in
the decision-making process enriches the safe schools program
through School Site Council, HABLA, and Koffee Klatch
meetings.
Direct correlation between positive youth development programs
and student academic progress must be shared with staff.
Positive Behavioral Interventions and Support addresses
bullying and harassment. This need is demonstrated consistently
on staff and student surveys. We are in a learning process and
full implementation will need to occur.
Consistent implementation of tolerance legislation such as AB
537 (Non-harassment of gay, lesbian, transgendered students and
staff) must be addressed along with CTAG (Closing the
Achievement Gap) so that we address completely the issues of
harassment and tolerance.
A research-based program determined in 2010-11, that meets the
above criteria is Positive Behavioral Interventions and Support.
PBIS is being currently implemented at all sites.
3) The district has a strongly enforced and well-publicized
progressive discipline policy. The Student Behavior and
Parent Information Handbook is a comprehensive document
which is distributed to every child on the first day of school
and contains a form for parent signature stating that the
document has been read and reviewed by the parent and the
child. In addition, site-specific behavior policies are also
contained in the school handbook and distributed at the
beginning of the school year. Strict adherence to a
comprehensive suspension and expulsion process is a priority.
A district-wide conflict resolution program has existed for the
past 7 years and has resulted in a reduction in student
behavior referrals.
4) Each school has an emergency preparedness plan written in
language consistent with, and understandable to, other county
agencies (SEMS). The entire district staff has participated in
Code Red training for emergency response. All schools have
a storage unit on site containing emergency supplies and
ample fresh water. Each class has an emergency backpack
and specific procedures to follow in case of disaster or
lockdown.
5) A part of the SEMS plan at each school is a system for
communicating with parents in case of emergency.
Emergency cards are regularly maintained and updated for
contacting parents as needed. Principals use the parent
newsletter to let parents know of emergency procedures. The
district publishes a widely circulated community newspaper
entitled The Report Card in which issues of safety and
emergency preparedness are frequently discussed.
6) A system is in place to identify truancy, provide early
intervention through community liaisons and intermediate
school counselors and provide ongoing services to students
and their families. Safe School Specialists monitor attendance
for students at the intermediate schools. Students are
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“flagged” if they are absent more than 10% of the time.
SARB Hearing Officers review excessive absences with the
principal to determine the best course of action, including but
not limited to:
 Phone calls are made to parents using EdConnect.
 Phone calls are made to parents by Community Liaisons.
 Parent letters are mailed regarding attendance.
 Conference with student/parent.
 Pre-SARB Contract is complete.
 Health Services intervention if necessary is provided.
 Home Visit by Community Liaisons and Safe School
Specialist are made.
 Refer to School Attendance & Review Board.

7) Activities that foster a positive school culture through Positive
Intervention Behavior support are:
 All students receive behavior support through a three
tiered approach.
 School sites establish three to five behavioral
expectations.
 Staff explicitly teaches what the behavioral expectations
are and are not.
 Students are rewarded frequently for following the
behavioral expectations.
 Staff is consistent with how behavior events are handled
with definitions, flowchart and referral form.
 Students may need tier 2 and 3 supports for positive
behavior which is provided at the school site.
9) A Saturday School Program is in place at the intermediate
schools to address discipline issues.
10) School counselors at the intermediate schools and school
psychologists at all schools provide a resource for teachers,
parents, and students.
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11) The visual and performing arts program at upper grades and
junior high schools provides a comprehensive program of
vocal and instrumental music. There is an annual Cultural
Arts Expo where student can share their artistic gifts.
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Environments Conducive to Learning (Activities):
Please list the activities or programs supported by all NCLB or state funded programs that the LEA will implement to support students
physically, socially, emotionally, intellectually, and psychologically in environments that are conducive to learning. Include programs
and strategies designed to address students’ barriers to learning (e.g. attendance and behavior). Include a copy of the LEA’s code of
conduct or policy regarding student behavior expectations.
ACTIVITIES
1) Safe School Plans will be updated regularly following periodic needs surveys of staff, parents, students and other
community members by a committee which includes representatives from all of these groups. The plans will address
conflict resolution, harassment and bullying and appropriate ways to implement the requirements of Safe and Drug Free
Schools as well as TUPE funds. The Health Liaison at each site will serve on this committee. The plan will be regularly
reviewed and serve as the heart of school safety.
2) Administrators will carefully monitor the implementation and revision of the Safe School Plan to assure that it accurately
reflects safety needs of the site.
3) The district will continue to fund Community Liaisons and Safe School Specialists who do outreach to families of
students who are truant and /or have behavior problems.
4) A broad range of after-school programs will continue to operate within the district that engage students with a variety of
needs and interests; these include Boys and Girls club, athletic activities, reading and math academies, and visual and
performing arts programs.
5) A research-based program called Positive Behavioral Interventions and Support addresses conflict resolution, refusal
skills, anger management, harassment, and bullying.
6) School counselors will continue to be available at the intermediate school level and school psychologists at all 19 sites to
address students’ physical, social, emotional, intellectual, and psychological needs.
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Needs and Strengths Assessment (4115(a)(1)(A) ):
Based on data regarding the incidence of violence and alcohol, tobacco, and other drug use in the schools and communities to be
served, and other qualitative data or information, provide a list of the LEA’s strengths and needs related to preventing risk behaviors.
STRENGTHS
NEEDS
1) There is ongoing data collection on alcohol, tobacco, and other
drug use through the CHKS, and an annual district survey of
students in grade 8. Additional information is gathered on crime
incidents, expulsion, suspensions, discipline problems, and staff,
student, and parent surveys used for Safe School planning.
2) A Safe School Plan as well as an emergency plan has been
created at each site. Plans are annually updated and a verification
of that update is signed by the site principal and the School Site
Council chairperson.
3) Communication technology upgrades, such as phones in every
classroom and voicemail, have been completed.
4) A School Attendance Review Board (SARB) addresses issues of
attendance and behavior. Representatives on the board come
from a variety of outside agencies (e.g. Boys and Girls Club).
Community Liaisons and Safe School Specialists monitor
carefully the attendance of truant and potentially truant students.
A partnership with the District Attorney’s Office has been
effective in reducing truancy.
5) A Family Life Education curriculum for 5th, 6th, and 7th graders is
in place. The scope and sequence covers many areas appropriate
for positive youth development (e.g. refusal skills, sexual identity,
peer relationships)
6) Students in grades 4-7 consistently demonstrate a belief regarding
the adverse effects of tobacco, alcohol, and other drug use. They
indicate that there is little or no possibility that they will begin
smoking or using alcohol or other drugs in the future.
1) Continued funding so that all schools can implement
Positive Behavioral Interventions and Support.
2) Personnel to review and update the Family Life
Education program.
3) A specific program to address Tobacco Use
Education Prevention for students in grades 4-8.
4) Forty percent of seventh grade students indicate that
they experienced any harassment or bullying. A
consistent program that addresses harassment and
bullying is essential with consistent implementation
at every school site. Through PBIS implementation,
Bully Proofing lessons will be developed and taught.
5) A process to discourage Cyber Bullying needs to be
developed as prevention.
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Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Safe and Drug Free Schools and Communities (SDFSC) and Tobacco Use Prevention Education (TUPE)
Prevention Program Performance Indicators (4115(a)(1)(B) ):
The LEA is required to establish a biennial goal for all of the performance indicators listed below. List specific performance
indicators for each grade level served, and for each listed measure, as well as the date of, and results from, the baseline administration
of the Healthy Kids Survey:
Alcohol, Tobacco, Other Drug Use, and Violence Prevention
Performance Measures
From the California Healthy Kids Survey
Most Recent
Survey date:
2013-2014
Baseline Data
Biennial
Goal
(Performance
Indicator)
The percentage of students that have ever used cigarettes will decrease biennially by:
The percentage of students that have used cigarettes within the past 30 days will decrease
biennially by:
5th
1%
5th
1%
7th
6 %
7th
2%
7th
1 %
7th
1%
The percentage of students that have used marijuana will decrease biennially by:
The percentage of students that have binge drank within the past 30 days will decrease
biennially by:
The percentage of students that have used marijuana within the past 30 days will decrease
biennially by:
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5th
0%
5th
0%
7th
5%
7th
2%
7th
2 %
7th
1 %
7th
3%
7th
1%
The percentage of students that feel very safe at school will increase biennially by:
The percentage of students that have been afraid of being beaten up during the past 12
months will decrease biennially by:
5th
51 %
5th
5 %
7th
61 %
7th
5 %
7th
24 %
7th
5 %
Truancy Performance Indicator
The percentage of students who have been truant, defined as any student with 3 or
more unexcused absences, will decrease annually by 5% from the current LEA rate
shown here. This is reported on the Con App and there is an average school rate of
25%.
16%
11%
Most recent date:
11/30/09
Biennial
Goal
(Performance
Indicator)
NOTE: Calculate the percentage in the LEA by tallying the number of students who have been
classified as truant during the school year per Education Code Section 48260.5, and dividing that total
by the CBEDS enrollment for the same school year.
Protective Factors
Performance Measures
from the California Healthy Kids Survey
The percentage of students that report high levels of caring relationships with a teacher or
other adult at their school will increase biennially by:
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Baseline Data
5th
64 %
5th
5 %
7th
31 %
7th
5 %
The percentage of students that report high levels of high expectations from a teacher or
other adult at their school will increase biennially by:
The percentage of students that report high levels of opportunities for meaningful
participation at their school will increase biennially by:
The percentage of students that report high levels of school connectedness at their school
will increase biennially by:
5th
62 %
5th
2 %
7th
52 %
7th
5 %
5th
14 %
5th
5%
7th
11 %
7th
5 %
5th
64 %
5th
3 %
7th
53 %
7th
3 %
Other Performance Measures
List below any other performance measures and performance indicators the LEA has adopted specific to its prevention programs
(drug, violence, truancy, school safety, etc.). Specify the performance measure, the performance indicator goal, and baseline data for
that indicator.
LEA Specified Performance Measures
Inputting of Behavior Events in Infinite Campus for analysis
Oak Grove sites will collect and analyze behavior events by race, gender, grade, event,
location and time. The analysis will be done monthly by the site leadership teams and
three times per year by the district.
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Performance
Indicator
Goal
Within two
years, this
data will be
analyzed.
Baseline
Data
Currently there
is no baseline
data.
Science Based Programs (4115 (a)(1)(C) ):
The LEA must designate and list the science-based programs (programs proven by science to effectively prevent tobacco use, alcohol
use, other drug use, and violence) selected from Appendix C. From Appendix C, list the scientifically based programs the LEA will
adopt and implement to serve 50 percent or more of the students in the target grade levels. Indicate below your program selections, and
provide all other requested information.
Science-Based Program Name
Positive Behavioral Interventions and
Support and Bully Proofing
Program
ATODV
Focus
VY
Target
Grade
Levels
Target
Population
Size
K-8th
11,600
Purchase
Date
08/2010
Staff
Training
Date
09/2010
and
ongoing
Start
Date
09/22/2010
Research-based Activities (4115 (a)(1)(C) ):
Based on the research cited in Appendix D, check the box for each activity the LEA will implement as part of the comprehensive
prevention program and provide all other requested information.
Check
Activities

After School Programs


Conflict Mediation/Resolution

Early Intervention and Counseling
Program ATODV Focus
ATODV
V
ATODV
Target Grade Levels
K-8
K-8
K-8
Family and Community Collaboration
ATODV
K-8

Prevention and Early Intervention
ATODV
K-8


TCI (Therapeutic Crisis Intervention)
ATODV
ATODV
K-8
K-8
ATODV
K-8
School Link Services
Peer-Helping and Peer Leaders

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Positive Alternatives
Check

Activities
School Policies
Program ATODV Focus
Target Grade Levels
ATODV
K-8
V
K-8
Service-Learning/Community Service
Student Assistance Programs
Tobacco-Use Cessation

Youth Development
Caring Schools
Caring Classrooms
Other Activities
Promising or Favorable Programs (4115 (a)(3) ):
The LEA may – but is not required to – designate and list the promising or favorable programs (programs whose effectiveness is not
as strongly established though scientific evidence) selected from Appendix E. From Appendix E, list the promising or favorable
programs the LEA will adopt and implement to serve 50 percent or more of the students in the target grade levels. Indicate below your
program selections, and provide all other requested information.
Promising Program name
Program
ATODV
Focus
Target
Grade
Levels
Target
Population
Size
Purchase
Date
Staff
Training
Date
Start
Date
N/A
Waiver to Adopt Promising or Favorable Programs not listed in Appendix E:
Check the box below if the LEA will submit an application for waiver in order to include other promising or favorable programs not
found in Appendix E. Programs not listed in Appendix E will be considered on a case-by-case basis. The LEA must demonstrate that
the program for which a waiver is requested is legitimately innovative or demonstrates substantial likelihood of success. The CDE will
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provide under separate cover additional information and the forms for submitting a waiver request.
Analysis of Data for Selection of Programs and Activities (4115 (a)(1)(D) ):
For each selected Appendix C programs or Appendix D activities, provide a brief narrative rationale based on the LEA’s analysis of
CSS, CHKS, and CSSA data related to why the LEA selected these programs and activities for implementation.
PBIS was selected for our three intermediate schools after reviewing data from the CHKS that indicated a heightened level in ATOD
use among both girls and boys. We searched for a program that was not only effective in decreasing ATOD use, but were also
motivational for adolescents and had a parent component, since our community’s perception of our youth is not always positive.
The activities selected from Appendix D are meant to supplement and extend the content and lessons in our ATODV curriculum. The
selection of these activities has been based on data collected from the CHKS, other local sources, and research from the Search
Institute. This research shows the importance of youth development/asset acquisition to academic achievement and success in life,
ATOD use, involvement in risky behaviors, and aggressiveness. So, as a result of our analysis of collected data, we have selected the
following activities: “After School Programs”, “Conflict Mediation/Resolution”, “Early Intervention and Counseling”, “Positive
Alternatives”, and “School Policies”.
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Evaluation and Continuous Improvement (4115 (a)(2)(A) ):
Provide a description for how the LEA will conduct regular evaluations of the effectiveness of the LEA’s alcohol, tobacco, and other
drug use and violence prevention program. Describe how the results of the evaluation will be used to refine, improve and strengthen
the program.
The district has coordinated with the countywide HKS implementation, partnering with the SCCOE and Public Health and will
continue to do so every other year as required. Each year, graduating grade 8 students will be surveyed regarding their experience in
Oak Grove. Parts of the survey assess changes in knowledge, attitude, and intentions to use ATOD and participate in violence acts. In
addition, records from the School Attendance Review Board and Safe School Specialists will provide important information. Each site
will conduct periodic surveys of staff, parents, and students as they prepare to revise their Safe School Plan.
The yearly information will be analyzed by the Student Services Director looking at both district-wide trends and specific strengths and
needs at each site. Yearly survey administration will allow us to determine trends for ATODV. This will be formulated into a report
by the Student Services Director. A written report will be shared with the entire committee, parent groups, staff, and students. A
process for meaningful feedback will be established.
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Use of Results and Public Reporting (4115 (a)(2)(B) ):
Describe the steps and timeline the LEA will use to publicly report progress toward attaining performance measures for the SDFSC and
TUPE programs. Describe how the evaluation results will be made available to the public including how the public will be provided
notice of the evaluation result’s availability.
Data Collection Timeline
1) Baseline CHKS data was collected in 2011-2012 through 2013-2014 and progress data will be next be collected in 2015-2016
2) During years when the CHKS is not given, student surveys are conducted to gather student input.
Reporting Timeline
1) Student Services Director will develop an analysis of all data sources by August of each school year.
2) A written report incorporating tables of the CHKS and the prevention education survey will be developed by the Student Services
Director.
3) A summary of the report will be presented to the district Board of Trustees and placed on the district’s web site by the first Board
meeting in August.
4) Summary information will be made available to parents and community partners through the School Accountability Report Card
and to students through the Superintendent’s Student Advisory Council.
5) Information will be reported by Student Services Director to site principals and staff at the end of the year staff meeting.
6) Student Services Director will coordinate the use of the input from the Board, staff, parents, and community members to refine the
program.
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Mandatory Safe and Drug Free Schools and Communities (4114(d)(2)(E) ):
Briefly describe how SDFSC funded program services will be targeted to the LEA’s schools and students with the greatest need.
(Section 4114 [d][3])
The school district defines the highest need students as students who receive Title I services, live in single parent households, are
English Language Learners, have emotional or mental health problems, have received a discipline citation, and/or are performing
below standards.
The following services are funded for students with the greatest needs:
1) Early identification and intervention services with counselors and school psychologists
2) Tier 2 and 3 behavior support systems will be provided to students through PBIS.
3) Community Liaisons and Safe School Specialists, for work with high risk families and truant students
4) After-school activities that focus on academic tutoring, mentoring, and opportunities to participate in non-academic, creative, and
athletic activities
5) A referral system for family counseling and support services
6) A Student Study Team model which supports a collaborative approach to intervention for students with greatest needs.
7) A SARB (School Attendance Review Board) comprised of reps from a variety of school and community agencies
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Coordination of All Programs (4114 (d)(2)(A) ):
Provide a detailed, but brief, explanation of how the LEA will coordinate SDFSC funded alcohol, tobacco, other drug and violence
prevention programs with other federal state and local prevention programs.
Student Services Director meets monthly with law enforcement (Safe School Specialists), Community Liaisons, to address SDFSC and
TUPE concerns.
Parent Involvement (4115 (a)(1)(e) ):
Provide a brief, but detailed, description of the parent involvement and describe the parent notification procedures used to meet
requirements under NCLB Title IV, Part A – SDFSC program.
District representatives from District Advisory Council, District English Language Advisory Council, Hispanic parents HABLA,
African American Koffee Klatch, Home and School Club Presidents, Student Advisory Council, and District Vision Advisory Council,
and Leadership Tem give input to the Five-Year Plan. The first area address is School Safety with activities to be addressed during the
current school year, and on-going activities.
Parents are involved in our district at many levels, such as planning and designing programs, implementing strategies as volunteers in
the classroom and after school, and volunteering on committees such as the District Advisory Committee and School Site Council.
Parents are recruited from all ethnic and socioeconomic groups in our district to be representatives on the above committees. At many
sites, parents are in charge of Red Ribbon Week activities and sponsor such events as Walkathons. Regular communications through
the beginning of the year welcome package, the Student Behavior and Parent Information Handbook, and our district newspaper (The
Report Card) will continue to inform parents of a variety of issues and report out survey results yearly. The School Accountability
Report Card is available online for such reporting. Other notification procedures on such issues as “Parent Choice Options” and Safe
School Status are in place.
TUPE Services for Pregnant Minors and Minor Parents (H&SC 104460):
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Describe the TUPE services and referral procedures for pregnant minors and minor parents enrolled in the LEA and how they will be
provided with tobacco-use prevention services. Include students participating in programs such as the California School Age Families
Education (Cal-SAFE) program, the Adolescent Family Life Program (AFLP) administered through the Department of Health
Services, and the Cal-Learn program administered by the Department of Social Services.
Once pregnant minors or minor parents are identified by the district, they will meet with a counselor from their school. The counselor
assesses what services are needed, including whether the minor uses tobacco or has family members who use tobacco products. Since
our district is K-8, we do not provide these services on-site, but have cooperative agreements with various care providers. These
organizations provide cessation counseling on a one-to-one basis and/or refer the minors to such groups as those run by the American
Lung Association. The counselor provides case management to the adolescent assuring these linkages are completed and follow up is
provided.
TUPE Funded Positions (Health & Safety Code 104420(b)(3) ):
Provide full time equivalent (FTE) staffing configuration for all TUPE funded positions. (Health and Safety Code section104420
[b][3])
Position/Title
100
Full time equivalent