Creating a Safe and Healthy Facility Culture Centered on Education

New Mexico Title I, Part D Creating a safe, healthy, facility-wide climate that prioritizes education

Agenda 10min- Introductions 10min- Review of Guiding Principle #1 25min- Pre-work Presentations 15min- Questions and Group Discussion

Introductions Kenneth Stowe Director: Title I, Part D Coordinator: New Mexico s Multi-Layered System of Supports (MLSS) Robert V. Mayo, Ph.D., NCC Technical Assistance Liaison The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth Technical Assistance Specialist (Promoting Student Resilience Grantees) National Center on Safe Supportive Learning Environments Kathleen Sande RK Consultants Education and Title I, Part D Consultant

Learning Objectives By the end of this session I will be able to: Identify four (4) core-activities for creating an environment that prioritizes education; Identify solutions to institutional barriers; and Network with colleagues.

Review of Guiding Principle #1 What: Moving from safety to positivity Putting education first Creating the right conditions for learning Recognizing institutional barriers and creating solutions Why: Work deliberately to develop positive and respectful school climates and prevent student misbehavior before it occurs. Institute clear, appropriate, and consistent expectations and consequences to prevent and address misbehavior. Use data and analysis to continuously improve and ensure fairness and equity.

Review of Guiding Principle #1 - Continued How: Establish a school- and facility-wide climate with a focus on family engagement in which youths are free from threats of or actual physical or emotional harm. This should be home base for most facilities Create and/or revise policies, procedures, and progress measures that prioritize education and student educational achievement. Identifying barriers to prioritizing academics and addressing them Develop a continuum of academic and behavioral supports and services to promote long- term educational outcomes for youths who are system- involved, potentially through a tiered framework. New Mexico s Multi-Layered System of Supports Ensure fairness and equity in the provision of educational services and the promotion of a facility-wide climate that supports learning consistent with federal law. Restraint and Seclusion: Resource Document

Pre-Work Presentations Review the rubric on pg. 5: Identify one Core Activity under the first guiding principle that your agency/facility is currently implementing with fidelity. Read pages 8-12: Identify and be ready to discuss with the group one barrier for your agency/facility that will impede your ability to implement and sustain one or more of the core activities. The objective of this pre-work is to identify prioritize barriers and needs to discuss possible solutions with the whole group.

Q & A You may use the ChatBox or your computer microphone to talk

Thank You and Next Steps Follow-up Email with a link to a survey where you will provide a brief write-up of your core-activity and barrier. This will be anonymized and shared with the team. Title I, Part D Guide This is NEW and is available on our website: https://webnew.ped.state.nm.us/bureaus/title-i/part-d/ Includes guidance on the Annual Count Next Webinar: October 16th(3pm) Principle 2: Necessary funding to support educational opportunities for all youth, including those with disabilities and English learners, comparable to opportunities for peers who are not system-involved