STEPHEN KOFFMAN, a licensed clinical social worker, teaches courses in leadership and social policy. He has dedicated his career to working with at-risk students and adolescents both in and out of school, and is a firm believer in addressing students’ psychosocial stressors as a prerequisite to the delivery of effective instruction. He currently serves as executive director for the San Francisco Unified School District’s Division of Curriculum and Instruction. In this position he interacts directly with the Board of Education, school and other district leadership, and the business community to develop and implement programs and policies that ensure all students are college and career ready after graduating from high school.
Previously, Koffman designed and implemented one of the first “transitional” campuses in the United States while working as director of Squaw Valley Academy in Lake Tahoe, California. This innovative approach to education combined academics with the experience of the wilderness. He also worked for the Los Angeles Unified School District in various capacities, ranging from a school social worker, an assistant principal, a small school administrator, and a coordinator of operations and safety responsible for more than 120 schools.
During his tenure with the district, he worked with key stakeholders to develop and implement the Juvenile Intervention and Prevention Program, a holistic approach to drop-out prevention and gang prevention in the Pico-Union area of Los Angeles. A partnership between LA schools, the community and the Los Angeles Police Department, the JIPP program is part of the mayor’s Gang Reduction Youth Development Program and recipient of an AT&T Aspire grant. Koffman presented the program at several local and national conferences and has been recognized for his work by the LAUSD, the Los Angeles City Council and the California Peace Officers Association.
Koffman’s academic endeavors have taken him to Northern Ireland to complete a conflict resolutions course and Australia to study prisoners’ rights at the University of Melbourne.
University of Southern California: M.S.W. 1998
Syracuse University: B.A. 1991
Areas of Expertise (5)
Industry Expertise (5)
Health Care - Facilities
Health and Wellness
Health Care - Providers
Mental Health Care
Certificate of Honor (professional)
Board of Supervisors, City and County of San Francisco
City of Los Angeles Resolution (professional)
Los Angeles City Council
Certificate of Recognition (professional)
City Council Board President Eric Garcetti
Certificate of Appreciation (professional)
California Peace Officers Association
Media Appearances (1)
Q&A with ERHS Principal Salvador Velasco (Video Part III)
Eagle Rock Patch online
"This is the third installment of a video recording by Patch of this past Wednesday's Q&A between Principal Salvador Velasco and a group of parents who attended a meeting moderated by LAUSD District 4 Coordinator of Operations and School Safety Stephen Koffman." (...)
Articles & Publications (1)
Stephen Koffman Alice Ray Sarah Berg Larry Covington Nadine M. Albarran Max Vasquez
Youths in gang-ridden neighborhoods are at risk for trauma-related mental health disorders, which are early indicators of likely school failure and delinquency. Such youths rarely seek out services for these problems. The Juvenile Intervention and Prevention Program (JIPP), a school-based gang intervention and prevention program in Los Angeles, targets at-risk students by using a systemic, whole child approach—a holistic perspective in which all aspects of a child are treated and supported. JIPP instills positive change in students' behavior, academic performance, and family interactions and builds psychosocial and emotional coping skills. The program takes into consideration three macro areas of the students' lives: family, education, and community. These macro areas are broken down into four micro areas of intervention: psychosocial-emotional, academic, biobehavioral, and family system support. These four micro areas are supported with specific interventions designed to address the whole child. The macro goal is to provide clear, coherent, and supportive interventions that will enable students to experience success in school, in the home, and in the community. The micro goals are to reduce suspension rates, behavioral referrals, dropout rates, truancy, and gang activity.