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Home My WebLink About03/02/2017 00 Misc Distributed at the Meeting Distributed at the Meeting 40 Will enforcement actions ever occur at sensitive locations? DHS has explained that immigration enforcement actions may occur at sensitive locations in limited circumstances,but should generally be avoided DHS officers and agents from U S. Immigration and Customs Enforcement(ICE)or U.S Customs and Border Protection(CBP)may conduct an enforcement action at a sensitive location only with prior approval from an appropriate supervisory DHS official, or if the enforcement action involves exigent circumstances related to national security, terrorism, or public safety,or where there is umminent risk of destruction of evidence material to an ongomg criminal case. What should I do if I believe an enforcement action has taken place that is inconsistent with this guidance? DHS has explained that there are a number of locations where an individual may lodge a complaint with DHS about a particular immigration enforcement action that may have taken place in violation of these or other policies You may fmd information about these locations, and information about how to file a complaint, on the DHS website at haps.//www.dhs.gov/, the CBP website at haps //www.cbp.go�v/, or ICE website at haps //www.ice gov/. You may contact ICE Enforcement and Removal Operations(ERO)through the Detention Reporting and Information Line at(888)351-4024 or through the ERO information email address at ERO INFOnice dhs gov,also available at haps //www.ice gov/webform/ero-contact-form The Civil Liberties Division of the ICE Office of Diversity and Civil Rights may be contacted at(202)732-0092 or ICE.Civil.Libertiesgice dhs gov You may contact the CBP Information Center to file a complaint or compliment via phone at 1-877-227-5511,or submit an email through the website at has://help cbRgov Where should I report discrimination if I believe it is taking place in my school? Anyone with information about discrunination occurring in schools, including discrimination on the basis of race, color,or national origin(which may include citizenship or immigration status),may file a complaint by contacting the U S Department of Education, Office for Civil Rights via www ed.gov/ocr, ocr ed. ov, 800-421-3481 or TDD 800-877-8339(for language assistance contact 800-USA-LEARN (800-872-5327))or by contacting the U S. Department of Justice, Civil Rights Division, Educational Opportunities Section via www Justice.gov/crt/edo, educationnusdol.gov, 877-292-3804,or TTY 800-514-0383 'For more information about these civil rights protections,please see the U S Department of Education(ED)and U.S Department of Justice joint Dear Colleague letter on the ED website• http.//www2.ed,gov/about/offices/list/ocr/letters/colleagueue-201405.odf FACT SHEET FOR FAMILIES AND SCHOOL STAFF:LIMITATIONS ON DHS IMMIGRATION ENFORCEMENT ACTIONS AT SENSITIVE LOCATIONS All children have a right to a free public education, regardless of their actual or perceived immigration or citizenship status or that of their parents ' Education leaders, teachers, students, and families,have asked questions about guidance that was released by the U S. Department of Homeland Security(DHS)that limits immigration enforcement actions from occurring at schools and other"sensitive locations " This DHS guidance is at https://www cbn uov� /border- security/sensitive-locations-fags To respond to those questions, the U S Department of Education has worked with DHS to prepare this fact sheet, intended to help parents, families, educators, and other school staff understand the DHS guidance In general,DHS has explained that immigration enforcement actions may not occur at or in"sensitive locations." These locations include: ens STO V= NATAI_ 00 0 0 O o Schools,such as known and licensed daycares,pre- Medical treatment and health schools and other early learning programs,primary School bus stops that are marked and/or care facilities,such as hospitals, schools,secondary schools,post-secondary schools up to known to the officer,during periods when doctors' offices,accredited health and including colleges and universities,as well as scholastic children are present at the stop clinics,and emergent or urgent care or education-related activities or events facilities A rl ' Places ofworship,such as churches, synagogues,mosques, and Religious or civil ceremonies or During public demonstrations,such temples observances,such as funerals and weddings as a march,rally,or parade 3/2/2017 BoardDocs®Pro Distributed at the Meeting YAKIMA PUBLIC SCHOOLS Thursday, March 2, 2017 Special Board Meeting Yakima School District Board of Directors Central Services Conference Rooms A & B 104 N. 4th Ave. Yakima, WA 98902 ------------------------ 6:00 p.m. A. CALL TO ORDER 1 Call to Order 2. Recognition - City of Yakima B. DISCUSSION 1 Homelessness - 40 minutes 2. Safety & Security - 60 minutes 3. Mentorship/Internship Program - 10 minutes C. EXECUTIVE SESSION 1 Move to Executive Session 2. Adjourn from Executive Session D. ADJOURNMENT 1. Adjournment "Yakima School District encourages workforce diversity and complies with all state and federal laws prohibiting unlawful discrimination." haps.//www boarddocs com/walyakima/Board risf/Private?open&login 1!1 3/2/2017 Homelessness Amongst Yakima School District Students UPDATE Yakima School Board /Yakima City Council Collaborative Meeting March 2, 2017 Defining Homelessness for Students McKinney-Vento Act Ensures that children and youth experiencing homelessness have immediate and equal access to public education Eligibility —Children or youth who lack a fixed, regular and adequate nighttime residence including. Shared housing due to loss of housing or economic hardship Living in motels, hotels,trailer parks or campgrounds due to lack of alternative adequate accommodations Living in emergency or transitional shelters Migratory children living in the above circumstances In other words...Can the student go to the same place (fixed) every night(regular)to sleep in a safe and sufficient space (adequate)? 1 3/2/2017 YSD Homeless Student Data WA State average rate for homeless students is 3% School #of Year Homeless Yakima School District rate for Students 2015-16 was 5 3% 2011-12 486 Over the last 5 years,YSD has 2012-13 573 experienced a 74%increase In 2013-14 610 the number of students who 2014-15 745 qualify as homeless 2015-16 847 YSD is the 191h largest school district in the state with the 81h highest number of homeless students. YSD 2015-16 Homeless Student Data Unsheltered 2% In hotels/motels 8% In shelters_. \� 9% In shared housing 81% 2 3/2/2017 YSD Homeless Student Demographics Student Count by Grade Level Grade 12E33 59 Grade 1153 Grade 10Grade 97 b' • Grade 852 GenderStudentsGrade 7 1 53 Male 449 Grade 6 50 Female 397 Grade 5 77 Grade 4 66 Grade 3 73 Grade 2 80 Grade 1 78 Kindergarten 97 Preschool 28 i s YSD Homeless Student Ethnicity YSD Demographics for 2016-16: Native Asian.4, 1% American Hawaiian, 3,0% Indian, 32,4% Hispanic 77 1% 12,524 American Indian 0.8% 13 Asian 05% 7 Multiracial,27, Black 0.8% 13 3% Native Hawaiian 00% 7 White 182% 2,954 Black. 18,2% Multiracial 2.5% 4 White. 190. 22% \ Hispanic,572, 68% Hispanic White Black Multiracial ■Native Hawaiian Asian American Indian 5 3 3/2/2017 YSD Homeless Student Data 2015-16 Absenteeism Chronic absenteeism (defined 31.2% as 18 or more school days in a school year)has significant impacts on a student's achievement,even in early grades Homelessness is a significant barrier to consistent school attendance ■Less than 9 days ■10-17 days 18+days YSD Homeless Student Data ARM 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 Davis 50% 588% 375% 176% 125% 235% Eisenhower 71% 963% 194% 0% 97% 37% Stanton 133% 143% 533% 57 1% 333% 286% District 46.4% 534% 377% 30 1% i 159% 164% s 4 3/2/2017 Consequences of Homelessness Homelessness and housing instability are associated with Worse academic and social outcomes (e g , lower vocabulary skills) Increased problem behaviors Lower grade retention • Increased high school dropout rate • Lower adult educational attainment Increased school mobility results in 4-6 month loss of academic performance per move. Consequences of Homelessness Homeless children (nationally) 9x more likely to repeat a grade (50%of homeless children repeat a grade(average cost to repeat a grade- $10,000) e 3x more likely to be enrolled in special education 2x rate of learning disabilities Increased absenteeism Misdiagnosed with ADHD (actually manifesting symptoms of stress and anxiety) Less likely to graduate from high school or attend college Greater risk of experiencing poverty as adults, unstable employment. decreased earnings and poor health 5 3/2/2017 Homelessness Success Story This report from Education Week and broadcast on PBS News highlights a program in Kansas that assists homeless students and their families Fighting Student Homelessness 6 3/2/2017 4 Safety & Security Yakima School District March 2, 2017 School Resource Officers & YSD Security Personnel 7 YPD officers serve as School Resource 12 Security Pro-Techs are located at Officers the middle and high schools - Relationship- More team building is occurring More development and opportunity of interactions with all school employees - Collaborative work with YPD -very responsive to district needs at all levels Security of events Trainings provided by YPD for school personnel 2 1 3/2/2017 Discipline Data Suspensions & Expulsions 3-Year Comparison Total Suspensions and Expulsions 3 Discipline Data 2013-14 Population Discipline Caucasian 1901% 2969 2165% 325 African American 1 01% 157 386% 58 Hispanic 75 91% 11856 7029% 1055 Native American 095% 148 3 66% 55 Asian 0 45% 71 053% 8 Native Hawaiian 006% 10 0% 0 Multiracial 2 61% 407 0% 0 15618 1501 4 2 3/2/2017 Discipline Data 2014-15 Population Discipline Caucasian 1861% 2972 21.34% 277 African-American 086% 138 439% 57 Hispanic 7648% 12211 69 41% 901 Native American 086% 138 385% 50 Asian 0 53% 84 100% 13 Native Hawaiian 006% 9 0% 0 Multiracial 260% 415 0% 0 15967 1298 5 Discipline Data 2015-16 Population Discipline Caucasian 1819% 2954 1779% 324 African-American 083% 135 346% 63 Hispanic 7713% 12525 74.46% 1356 Native American 082% 133 379% 69 Asian 046% 75 049% 9 Native Hawaiian 004% 7 0% 0 Multiracial 252% 409 0% 0 162381 1821 6 3 3/2/2017 PBIS (Positive Behavior Intervention and Supports) What is school-wide PBIS? - A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students - PBIS is not an add-on program, it is a framework It does not get rid of programs that work, it enhances them PBIS Key Components - Creates a positive, predictable school-wide climate - Maximizes academic engagement and achievement - Minimizes rates of rule-violating behavior - Encourages acts of respectful and responsible behaviors 4 3/2/2017 PBIS: The Challenge Suspension, exclusion and punishment are the most common responses to conduct disorders in schools Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out & decreases in academic performance and social well-being. 9 PBIS: Why Implement? Create a positive school culture: School environment is predictable School environment is - Common language, common - Violent and disruptive behavior is vision, common experience not tolerated School environment is School environment is insistent - Regular recognition for positive - Adults use similar expectations behavior 10 5 3/2/2017 PBIS District Goals 1 Set School-Wide Expectations 2 Creation of a behavior matrix 3 Creation of a reinforcement system 4 Development of BSET - Building Student Education Team 11 PBIS works! Washington Middle School before and after first year of implementation - 2013-14 school year - 522 suspensions - 2014-15 school year - 218 suspensions (utilizing PBIS) Adams Elementary (year 7 of implementation)- - 2008-09 school year approximately 150 referrals, 45 suspensions - 2015-16 school year 22 suspensions 12 6 3/2/2017 Communicating Reasoning Provides a means for aligned building and team goals o Aligned focus specifically on language domains necessary for student success o Aligned focus regardless of content o Cohesive building plan and focus, ensuring a common language for staff when looking at instruction o Common lens for monitoring student progress Provides an avenue for focus on high leverage instructional practices focusing on Common Core State Standards/Next Generation Science Standards o Increased student engagement, classroom interaction, student writing, and interaction with complex text 13 7