Clermont Northeastern STOP School Violence

The objectives of the  STOP the Violence  program are:

Immediately address the struggles to create a sound and supportive MTSS program at the middle and high school. Create a position for a multi-disciplinary coordinator The role of Secondary MTSS Coordination is pivotal in creating a safer school environment by leading the development, implementation, and continuous evaluation of Multi-Tiered Systems of Support (MTSS). By facilitating collaboration among staff, this position ensures that differentiated support and interventions are provided to address both academic and behavioral needs, as supported by research indicating the effectiveness of MTSS in reducing behavior problems and enhancing school safety (Lewis, McIntosh, & Simonsen, 2016). Additionally, the School Psychologist Support component of this role involves serving as the primary data coordinator and coach for the district, utilizing data to inform instructional decisions and interventions, which aligns with findings suggesting that data-informed practices contribute to improved school safety (Bauman et al., 2017). Furthermore, the Behavioral Supports Coordination aspect involves developing and overseeing the implementation of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP), supported by research indicating the importance of alternative disciplinary approaches in addressing underlying issues and promoting school safety (Brame et al., 2018). Collaboration with District Mental Health providers further enhances the integration of mental health support systems, contributing to a positive school culture and climate. Overall, this position plays a crucial role in creating a safer school environment through comprehensive support systems and evidence-based interventions. Salary = $86,000 Benefits = $35,495

Creating an alternative program due to the high amount of students that have been suspended or expelled due to THC and Nicotine Vaping issues. Overall, the inadequacy of exclusionary disciplinary practices such as suspension and expulsion in creating safer learning environments, there arises a pressing need to establish alternative intervention centers focused on fostering positive behavioral outcomes. Research indicates that punitive measures like suspension and expulsion not only fail to address underlying issues but may exacerbate them, leading to increased likelihoods of subsequent violent behavior among students (Brame et al., 2018). Moreover, studies have shown that implementing Multi-Tiered Systems of Support (MTSS) and restorative justice practices significantly reduce suspension rates and improve school climate, thereby contributing to increased safety and well-being (Bauman et al., 2017; Lewis, McIntosh, & Simonsen, 2016). Therefore, there is a critical imperative to shift away from punitive disciplinary approaches and toward proactive, supportive interventions. An alternative learning center dedicated to providing tailored support, interventions, and counseling could effectively address the diverse needs of students while fostering a positive school climate conducive to learning and well-being. By offering a structured environment focused on behavior modification, skill-building, and restorative practices, such a center would not only reduce reliance on exclusionary measures but also promote long-term positive outcomes for students, ultimately contributing to a safer and more inclusive educational environment.
Salary = $61,002 Benefits = $18,369

Clermont Northeastern benefited greatly from the addition of the having a ½ time mental health therapist in 9-12 we were unable to find a qualified candidate for the second ½ time position. We would like to continue the support from the ½ time therapist and add an additional amount of 10 extended days to be used over the next year to support the work. Research has shown that social connectedness in school, assigning adult advocates to students, increasing the use of data to guide interventions, and providing academic interventions may reduce violent behavior within the school (Ecker-Lyster & Niileksela, 2020). Salary = $26,112

Benefits = $4,035

Due to scheduling conflicts and tremendous staff turnover we are still looking to schedule and implement the expansion of our Threat Assessment Teams. Currently our district level threat assessment teams have reduced in numbers due to staff turnover and we are looking to expand through the use of a training model. We will work to make sure that appropriate staff are current with threat assessment professional development and training. Partnering with SchoolTa and Dr. Dewey Cornell for Train the Trainer will cost $34,000 and provide us with long term trainers and a high level of capacity for the district for years to come. We will be able to have our entire threat assessment team certified as trainers. Approximately 20 Threat Assessment Team Members will be certified as trainers.