Anti-bullying and SEL Programs Contribute to the Well-Being of our Students
OCESD has made tremendous strides in the work we have
accomplished since we became involved in the DOJ settle
ment. What’s new?
Our elementary sites all teach an SEL (social-emotional
learning) curriculum, Second Step. This is a classroom-based so
cial skills program for our K-5th grade students. This curriculum
is designed to reduce impulsive, high-risk, and aggressive behav
iors and increase children’s ability to problem solve and learn ap
propriate social skills.
Our middle schools have implemented an SEL curriculum, School Connect, designed for mid dle and high school students to improve their social awareness, self-awareness, and relationship skills. It teaches responsible decision-making and how to strengthen relationships among students and between students and teachers.
Anti-bullying Curriculum and Support: Through Second Step and School Connect there is an anti-bullying curriculum. Both programs teach students what bullying is and how to help prevent bullying, and provide the support that students need to stand up for another person who is being bul lied. A districtwide committee was set up to delve deeper into the issues surrounding the bullying and how to prevent the bullying. This team includes at least one staff member from each site. They just finished planning a districtwide anti-bullying week. This event also highlighted awareness around the goal of having everyone be an upstander and stop the bullying.
Providing these programs has helped in our efforts to re
duce student behaviors resulting in disciplinary actions. Although
we know and understand we still have work to do, we have seen
some significant changes. One of our most significant chang
es has been in the number of suspensions. Prior to the settlement
(school year 2017-18) there were 1,046 suspensions, and as of
March of this school year, we have had 259 suspensions.
TEST SCORES
SUSPENSIONS IN SCHOOL AND
OUT OF SCHOOL
OCESD Suspensions | ||||||||||||
Jan. 12, 2023—March 20, 2023 | ||||||||||||
# of En rolled Stu dents | American Indian/ Alaska Na tive | Asian | African American | Hispanic | Multi Racial | White | 504 | SPED | Homeless | Foster Youth | EL | |
Studios | 324 | 1 | 1 | 1 | 1 | 5 | 20 | 2 | 9 | 8 | 2 | 2 |
Ishi | 300 | 2 | 1 | 1 | 1 | 2 | 15 | 1 | 5 | 4 | 1 | 1 |
Oakdale | 317 | 0 | 0 | 0 | 1 | 1 | 2 | 1 | 1 | 2 | 0 | 0 |
Ophir | 447 | 0 | 0 | 0 | 0 | 0 | 4 | 2 | 0 | 1 | 1 | 0 |
Stanford | 445 | 0 | 0 | 0 | 2 | 2 | 3 | 0 | 0 | 2 | 0 | 0 |
Wyandotte | 261 | 1 | 1 | 1 | 1 | 3 | 0 | 0 | 0 | 3 | 0 | 1 |
TOTALS | 2094 | 4 | 3 | 3 | 6 | 13 | 44 | 6 | 15 | 20 | 4 | 4 |
IN-SCHOOL SUSPENSION
There were eleven in-school suspensions between 1/9/23 and 3/21/23, involving eleven students. Eight were at Studi os @ Central middle school, three were at Stanford Avenue Elementary.
• Two Hispanic students, .35 and .50 day.
• Two African American students, 1 day each.
• Two multi-racial students, one at .50 and one at 2 days.
• Five white students, one at .50, one at .75, and three at 1.0 days.
LAW ENFORCEMENT ALTERNATIVE PROGRAM EXPULSIONS
During this reporting peri
During this reporting period,
0 0 0 During this reporting period,
od, there were no students referred to SR officers re garding behavior.
there were no students re ferred to IFLC as an alterna tive program.
there were no students with stipulated expulsions.
OFFICE REFERRALS
Jan. 12, 2023—March 20, 2023 Staff-managed (minor)
Data as of 1/11/23 | # of Enrolled Students | Am. Indian/ Alaska Native | Asian | African Amer ican | Hispanic | Hawaiian/ Pacific Is lander | White | Multiracial |
Studios | 324 | 12 | 5 | 19 | 79 | 0 | 153 | 56 |
Ishi | 300 | 8 | 15 | 30 | 15 | 0 | 74 | 16 |
Oakdale | 317 | 3 | 5 | 4 | 20 | 0 | 42 | 7 |
Ophir | 447 | 2 | 0 | 0 | 34 | 3 | 124 | 18 |
Stanford | 445 | 12 | 0 | 52 | 73 | 1 | 293 | 69 |
Wyandotte | 261 | 3 | 8 | 39 | 0 | 0 | 50 | 54 |
TOTALS | 2094 | 40 | 33 | 144 | 221 | 4 | 736 | 220 |
The SUPPORTIVE SCHOOL CLIMATE ADVISORY COMMITTEE
focuses on learning what equitable systems we are implementing at OCESD. We
would like your input! There is one more meeting this year; dinner will be provided prior to the meeting time and child care will be available.
⇒ Tuesday, May 2, 2023
⇒ Dinner 5:00 (must RSVP), meeting 5:30 - 7:00 p.m.
⇒ Studios @ Central Middle School, Doris Ristine Meeting Room (Rm. 24)
Please contact sensminger@ocesd.net by April 28 if you are interested so that we can get a head count for din ner. Spanish and Hmong interpreters will be available.
OCESD Statement of Goals
The mission of the Oroville City Elementary School District is to empower all of our students to be suc cessful life-long learners and citizens. We commit to concrete actions to achieve excellence in education and the success of all our students and staff by providing an educational environment that promotes equity, ac cess and inclusion in every aspect of our organization. We are committed through actions to provide each student with a quality education where all students can feel safe and respected.
The District’s goal is to ensure that district-wide, all personnel have the training and resources they need to create a climate of safety, mutual respect, and equity through the use of evidence-based and promis ing practices. We collectively commit to treat all students with the following values, expectations and opportu nities:
• All OCESD students will have the opportunity and support to thrive due to a culture of respect, equitable treatment, acceptance and encouragement.
• Student safety is non-negotiable; the district will utilize a multi-tiered system of prevention and evidence based responses to create a nurturing, safe school climate that is maximally conducive to learning. • The District is committed to be maximally inclusive, and to stop and prevent shaming, isolation, and dis criminatory practices in discipline, consistent with state and federal law, and provide staff with training and resources to eliminate all forms of bias and provide a culturally responsive and supportive climate for stu dents of all protected characteristics.
• The District is committed to routine review of disciplinary data and accountable, transparent action steps to ensure we are treating all of our students fairly and equitably in the administration of discipline, without regard to any protected characteristic or category.
• The District is committed to ensuring consistent and equitable implementation of research-based alterna tives to punitive discipline and to using exclusionary discipline as a last resort after exhaustion of alterna tives. Such research-based alternatives will focus on a continuum of both prevention and evidence-based responses including: a) positive behavioral strategies, b) Restorative Practices, and c) other SEL (social emotional learning) skill building practices.
• The District is committed to shaping our policies and practices to ensure we are working with the students who exhibit social behavioral issues, and their families. We will hold ourselves accountable to ensure that the students remain maximally engaged in the District’s educational program and are given every oppor tunity to reach their potential by not limiting their instructional and engagement opportunities.