Cultivating a school-wide culture of attendance involves creating a climate that promotes positive, trusting relationships between students, families and staff; ensures engaging learning opportunities, classrooms and schools; and identifies and removes barriers to attendance and school success.

 

The CDS team supports LEA's to ensure that the classrom/school/district, as a whole, is systematically cultivating a culture of engagement and attendance that addresses the needs of all individual students and staff.

 

We strive to provide understanding and integration of engagement with attendance, mental wellness and additional factors that disrupt positive school experiences.

 

 

 

 

Educational equity ensures that all students, regardless of their identities, circumstances or location, have equal access to resources, a positive learning experience and opportunities to succeed in the classroom and beyond.

The Coordinated District Support (CDS) Team is determined and committed to eliminate the inequities that persists within our school systems and among student groups who have been historically marginalized such as students of color, students who are on Individualized Education Plans, English Learners, migrant children, children experiencing homelessness, and children in the foster care system. 

 

(530) 532-5915

 

 

 

 

 

 

 

Positive Behavioral Interventions and Supports (PBIS) is an evidence based, multi-tiered framework for improving and integrating all of the practices, data, and systems that impact student outcomes every day. It's a way to support everyone in creating schools where all students are successful and school environments are safe, predictable, positive, consistent and equitable.

 

The Coordinated District Support team is committed to supporting schools and districts with developing a multi-tiered system of support that addresses academic and social-emotional behavior skill development. When PBIS is implemented well, students achieve improved social and academic outcomes, schools experience a reduction in the use of exclusionary discipline practices, and school personnel feel more effective.

 

 

For information, resources and support please contact:

 

 

 

 

 

 

Trauma responsive systems, classrooms and relationships provide the basis for equity, access and academic success. Strategies and concepts integrated allow for a greater understanding of the context in which our systems and students navigate in their attempt to heal and to demonstrate resilience.

 

This focus area looks at ways systems induce or reduce harm associated with adversity in childhood.