District presents Student Welfare and Success update; foster-youth pilot, PBIS and discipline strategies highlighted
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Summary
District staff briefed the board on its Student Welfare and Success programs, describing a County pilot for foster-youth academic coaching, weekly check-ins for 28 foster students in three sites, restorative and PBIS approaches to discipline, and limits created by changes in the Education Code on 'defiance' suspensions.
District leaders presented an overview of Student Welfare and Success (SWS) work Thursday, describing social-emotional learning lessons, foster-youth supports and discipline practices the district is using to keep students connected to school.
The presentation highlighted a Riverside County Office of Education pilot that pairs foster youth with personalized academic coaching. Dr. Durico (district staff) said the TVUSD pilot currently serves 28 students at Bella Vista Middle School, Chaparral High School and Temecula Valley High School; the district will use weekly check-ins to monitor progress and coach students on academic goals.
On discipline, staff described a focus on restorative practices, counseling, Positive Behavioral Interventions and Supports (PBIS) and other alternatives to suspension. District staff reminded the board that Education Code changes (referenced in discussion as Ed. Code §48900(k)) limit school suspensions for willful defiance; staff said districts must now rely more heavily on interventions, counseling and other means of correction to keep students learning while addressing behavior.
Panelists also discussed high-school weekend/Saturday-school options used to address misconduct at that level, and the district noted it has more discipline cases at high schools than at middle schools. A district representative said the RUHS (regional university/rehabilitation) program had worked with 117 students in a recent year with no repeat offenders, and staff are piloting additional drug-prevention curricula at one site.
District leaders said the SWS team’s aims are early intervention, tiered supports and family engagement — with the goal of reducing out-of-school suspension and maintaining student engagement and academic progress.
Trustees asked about the foster-youth pilot’s check-in cadence and digital access; staff said the district chose weekly check-ins and is pairing foster youth with liaisons and local points of contact.
The board received the informational report with no formal action taken.