L.E.A.D. Program, Officer Renee Christian, Lancaster ISD
Positive Climate Programs

Law Enforcement Against Drugs and Violence (L.E.A.D.) is a 10-week evidence-based educational initiative for students in fifth and sixth grades designed to prevent drug-related crimes, bullying, and violence in schools and communities and to prepare students for challenges they may encounter in middle and high school.

The program is taught by Lancaster ISD Police Officers, which helps build strong and positive relationships between students and law enforcement. These officers are trained to connect with students through meaningful conversations and guidance, breaking down barriers between police and young people. Officers use role-playing scenarios, group discussions, and real-life case studies, which keep students actively involved in the learning process.

In addition to traditional safety and security education, the L.E.A.D. program emphasizes Social-Emotional Learning (SEL), a unique and innovative approach that teaches students emotional intelligence and resilience. The program helps students better understand their own emotions, build empathy for others, and practice self-regulation. By nurturing these skills, the L.E.A.D. program teaches students how to navigate social situations, resist peer pressure, and make decisions that prioritize their long-term well-being.

Behavioral Support Services, Copperas Cove ISD
Positive Climate Programs

The Copperas Cove ISD Behavioral Support Services team includes a director, a counseling coordinator, 18 counselors, and 4 behavior coaches, who serve pre-k through high school campuses. Through programs focused on anti-bullying, conflict resolution, relationship building, and holistic child development, they help create a safe and secure environment for all students.

The team has expertise in student safety and well-being, with training in bullying prevention, mental health, trauma-informed care, and restorative practices. Counselors and behavior coaches train students, staff, and parents and encourage members of the school community to report concerns through the anonymous reporting system, STOPit, promoting a culture of safety and security.

Counselors and behavior coaches drive student-centered campaigns including Paint the School Orange, Unity Day, Red Ribbon Week, and Digital Citizenship Week, focusing on bullying prevention, mental health, substance abuse, and online safety to create a positive school climate. Creative initiatives such as S2S (Student to Student) groups encourage students to take an active role in promoting a safe and inclusive environment. The team also offers structured lessons on topics including conflict resolution, anger management, and diversity, helping students develop skills for safer schools and stronger communities.

Jasmine Gaines, Grand Prairie ISD
Positive Climate Programs

Jasmine Gaines serves as the Student Mental Health and Safety Advisor and the Interim Director of the School Climate Transformation Grant for Grand Prairie ISD (GPISD). She leads the district’s School Suicide Prevention Committee and oversees Suicide Risk Assessments. Her team uses Positive Behavior Intervention and Supports (PBIS), an evidence-based, three-tiered framework to improve and integrate the data, systems, and practices affecting student outcomes every day. She also helps educate district staff on mental health and ensures that staff are aware of how to identify students experiencing mental health crisis, suicidal thoughts, or actual harm to self.

Ms. Gaines has implemented programs to promote school safety and a positive school climate, including Sandy Hook Promise’s Start with Hello and Say Something trainings. Kindness Crews at each campus conduct acts of kindness, which have helped students become more inclusive and reduce bullying. Handprints on Hearts, a mentoring program, pairs staff members with students who are at risk due to suicidality, behavior, academics, or other social emotional factors, giving students a trusted adult in their life. Jasmine also makes sure students are aware of the GPISD anonymous reporting system STOP IT. These programs together influence and shape safety and security throughout the district.

Amy Cmaidalka and the Gator Wellness Center, Dickinson ISD
Positive Climate Programs

The Gator Wellness Center (GWC) in Dickinson ISD provides a holistic approach dedicated to the mental and emotional wellness of students, families, and staff. Through collaboration with community partners, the GWC is the central hub for a circle of care.

Created by Amy Cmaidalka, the GWC champions prevention programs, character education, mental health training and supports, trauma-informed practices, community and family engagement, community partnerships, counseling, suicide prevention, and crisis response. Students can see a psychiatrist, psychologist, or licensed professional counselor for free through the University of Texas Medical Branch’s Texas Child Health Access Through Telemedicine.

The GWC offers resources that staff and families can access through community partners, including the Family Service Center, Communities in Schools, Bay Area Council on Drugs and Alcohol, DePelchin, Gulf Coast Center, Community Health Network, Wonders & Worries, Bo's Place, Grandparents Raising Grandchildren, and more.

Amy uses data to drive the GWC and involves students through needs assessments and individual meetings on campuses. By supporting and advocating for mental health supports, the district is addressing safety and security. To learn more about the Gator Wellness Center, visit https://www.dickinsonisd.org/page/gc.gatorwellness.

Kimberly Parker and Lauren Bean, Jasper ISD
Positive Climate Programs

In response to a high number of disciplinary removals, particularly for African American special education students, Jasper ISD Special Education Director, Kimberly Parker, along with behavior specialist, Lauren Bean, worked with a representative from the Jasper County Juvenile Justice System, Mr. Clark, to create the Character-Attitude-Pride (CAP) Club as tier three of their multi-tiered system of support. The collaborative, holistic approach provides early intervention with students to prevent future involvement with the juvenile justice system.

A behavioral screener is completed on each student that participates in the CAP Club. The behaviors monitored include, but are not limited to, hyperactivity, aggression, self-injury, temper tantrums, destroying property, and stealing. Biweekly CAP Club meetings focus on targeted behaviors, and a collaboration with Champion Oaks Ranch provides equine therapy. The program culminates in a summer camp where students experience equine therapy, fishing, cooking, crafts, social-emotional learning activities, and alcohol and drug awareness sessions. Secondary students also attend sessions on resume building and interview skills.

The district has seen a decrease in the targeted behaviors for the majority of students who have participated in CAP Club as well as an increase in both core subject averages and attendance rates. Disciplinary referrals resulting in a removal have decreased for all students in Jasper ISD. CAP Club also encourages family participation throughout the year. Families learning together reinforce the behavioral strategies and expectations being taught to students. You can hear Kimberly Parker and Lauren Bean discussing the CAP Club program on the podcast SPEDTalk with Pam and John.

United Families Intervene and Redirect Students Together (U FIRST),
United ISD
Positive Climate Programs

The U FIRST program gives a new approach to educating students placed in the disciplinary alternative education program (DAEP). Students placed in DAEP are screened and if they meet
U FIRST program criteria, they are offered the opportunity to participate in the program.

Administrators, the student, and parents agree to an alternative form of corrective action where the student attends one-third of their DAEP placement term and then returns to the home campus. The student completes the rest of the DAEP term by attending a variety of U FIRST activities such as parent and student awareness sessions; a parent and student retreat via the R.O.P.E.S. Outdoor Challenge Course; and a self-reflection activity that helps students develop a new gameplan to improve decision-making skills. In addition, the evidence-based Why Try curriculum teaches students life skills such as improved decision-making, dealing with peer pressure, impulse control, obeying laws and rules, valuing hard work, plugging in to support systems, and having a future vision.

U FIRST strives to further enhance students' and parents' decision-making skills and to encourage collaboration and form a strong partnership with students and parents with United ISD personnel.

Connie Eubanks, Collin College
Positive Climate Programs

Connie Eubanks, the fitness center manager for the Frisco Campus at Collin College, had been interested in providing a self-defense course for many years. When she learned the police department would be starting the Rape Aggression Defense (RAD) program, she asked to participate. RAD is a nationally recognized women’s self-defense program that highlights risk awareness and avoidance, demonstrates and practices a select set of physical defensive tactics, and places those tactics in realistic scenarios that set participants up for success.

Connie puts her many years of experience teaching fitness courses into teaching the RAD course. She helps participants, most of whom have no experience in defensive tactics, learn to use their bodies. She also provides comfort to those who may experience fear or insecurity during the RAD course. Knowing that students tend to sign up for events and not attend, Connie personally calls each of the women registered for the class to ensure they have the information they need to attend. This program enables students to gain confidence and skills to use against potential attacks while on or off campus.