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West Virginia Office of Healthy Schools Respect & Protect/SAT Workshop February 2 & 3 How to determine your MOVIE STAR NAME • Write on the name tag provided, your first pet’s name and your mother’s maiden name • That’s your MOVIE STAR NAME JASPER POWELL Why are we here? • Reduce and eventually eliminate disruptive behavior in your schools • Re-examine the importance of your role (as a SAT member) in this process • Develop a process for promoting a system-wide ethos regarding behavior and respect • Ensuring sustainability and expansion • Share ideas with others Excerpt from 2007 State of the State Address “I also plan to work closely with our state’s teachers on addressing the growing problem of classroom and student bullying. Schools should be places where you enjoy the process of growth and learning; not places of fear and intimidation. For the protection of students, teachers and school service personnel alike, I will do everything possible to make our schools bully-free.” Governor Joe Manchin III Union to push student discipline Charleston Gazette Wednesday January 03, 2007 “State teacher’s union plans to propose legislation this year that would help teachers get a better grip on student discipline, providing more state funds for alternative school programs.” “You must be Timmy’s dad. I’m Timmy’s teacher!” “Well, Timmy, it looks like you’ve just earned yourself 10 Minutes in the cage with Mr. Whiskers.” Emphasizes the importance of the Social Climate characterized by warmth, positive interest, and involvement by adults firm limits to unacceptable behavior where non-hostile, nonphysical negative consequences are consistently applied in cases of violations of rules and other unacceptable behaviors adults act as authorities and positive role models. Olweus, D., Limber, S. & Mihalic, S.F. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, CO: Center for the Study and Prevention of Violence. http://www.colorado.edu/cspv/blueprints/model/chapt/BullyExec.htm Ratting vs. Reporting • “Ratting" occurs when the sole intent is to get another child in trouble. • "Reporting" occurs when the intent is to protect the safety of another child. A child in America… • • • • Every 8 seconds a child drops out of school. Every 47 seconds a child is abused. Every 67 seconds a teenager has a baby. Every 7 minutes a child is arrested for a drugs offense. • Every 30 minutes a child is arrested for drunken driving. • Every 36 minutes a child is killed or injured by guns. • Every day 100,000 American children are homeless. – 2003 Source Book Healthy People 2010 “Schools have more influence on the lives of youth than any other social institution except the family, and provide a setting in which friendship networks develop, socialization occurs, and norms that govern behavior are developed and reinforced.” Coordinated School Health Programs •Addresses all dimensions of health •Develops knowledge, attitudes, and skills •Tailored to each grade level Develop partnerships among schools, families and community groups. Individuals will share and maximize resources and expertise in addressing the development of healthy children, youth, and their families. •Motivates students •Preventative Services •Education •Emergency Care •Referral •Management of acute and chronic conditions •Promotes lifelong physical activity Staff Activities: •Develops basic movement skills •Assessment •Develops physical fitness •Education •Enhances social and emotional ability •Fitness Integration of: •Cognitive •Emotional •Behavioral •Social Needs •Individuals •Nutrition Education •Groups •Nutritious and appealing meals •Families Provides a safe physical plant, as well as a healthy and supportive environment that fosters learning. •Physical Climate •Emotional Climate •Social Climate •Environment that promotes healthy dietary behaviors •Food Safety Refusal Skills Health Education • • • • Addresses all dimensions of health Develops knowledge, attitudes, and skills Tailored to each grade level Motivates students Physical Education • • • • Promotes lifelong physical activity Develops basic movement skills Develops physical fitness Enhances social and emotional ability School Health Services • • • • • Preventative Services Education Emergency Care Referral Management of acute & chronic conditions School Nutrition Services Integration of: • Nutrition Education • Nutritious and appealing meals • Environment that promotes healthy dietary behaviors • Food Safety School Counseling/Social Services •Cognitive •Emotional •Behavioral •Social Needs •Individuals •Groups •Families Healthy School Environment Provides a safe physical plant, as well as a healthy and supportive environment that fosters learning • Physical Climate • Emotional Climate • Social Climate Teacher/Staff Wellness Staff Activities: • Assessment • Education • Fitness Community Develop partnerships among schools, families and community groups. Individuals will share and maximize resources and expertise in addressing the development of healthy children, youth, and their families. W hat is Single School Culture? • It is not a program but a way of organizing and running a school. It begins with shared norms, beliefs, values, and goals and results in agreed upon processes and procedures that produce consistency in practice. • A Single School Culture results in consistency of both adult and student practices related to: – Behavior – Achievement – Climate What Do We Mean By Climate? • Climate refers to the emotional atmosphere we generate around us; some people refer to climate as the “context” of school. • Climate involves the perception of stakeholders concerning the fairness, openness, friendliness, the ethos of caring, and sense of welcome of the school. • Climate includes the level of orderliness of the school and the degree of satisfaction experienced within its organizational structure. What does Single School Culture for Climate (SSC-A) Look Like in the Whole School? • “Connectedness” to school is encouraged in a myriad of ways. • At-risk does not predetermine the amount of success we can have in working with the student and that which the student can experience. • Students are given valuable roles at school. • Students are made to feel that “I fit in here!” What Are the Adult Processes for SSC-C? • Identify the problematic practices and their impact on staff/student morale, achievement, and participation and what would good practices look like. • Gain staff input and agreement to change practices for a set amount of time. • Establish methods for coaching people who are out of compliance with agreed-upon practice. • Make a long-term plan for establishing campus norms that support the healthy development of children and that will move Level II and Level III students up to Level I. Adult Strategies - con’t • Negate Risk Factors – The conditions underlying the problems of alcohol and other drug use, teen pregnancy, delinquency, violence, and school drop-outs – Conditions are not seen as “causal” factors – They are conditions which increase the likelihood of an individual engaging in destructive behaviors Risk Factor Chart Domain Individual/ Peer Family School Community Risk Factor Alienation/Rebelliousness Friends who engage in problem behavior Favorable attitudes toward problem behavior Family management problems Family conflict Family history of problem behavior Early academic failure Early conduct problems Lack of commitment to school/poor school affiliation Availability of drugs and/or weapons Community laws and norms favorable toward problem behavior Low neighborhood attachment and community disorganization Severe economic deprivation Adult Strategies- con’t • Promote Protective Factors – “The personal, social and institutional resources that promote adolescent development or buffer risk factors that might otherwise compromise development (Garmezy & Rutter, 1985) – “The conditions that foster the development of resiliency in youth (Benard) Protective Factor Chart Protective Factor Condition(s) High Expectations Nurturing staff and positive role models Creative, supportive school leadership Peer support, cooperation and mentoring Personal attention and interest from teachers Warm, responsive school climate Minimum mastery of basic skills Emphasis on higher order academics Avoidance of negative labeling and tracking Opportunities for Meaningful Participation Leadership and decision-making by students Student participation in extracurricular activities Parent and community participation in instruction Culturally diverse curricula and experiences Caring and Support What Does Single School Culture for Climate (SSC-A) Look Like in the Classroom? • Teachers promote the effective resiliency attributes of: -Social Competence -Problem Solving -Autonomy and Independence -Sense of Purpose and Future What Are the Teacher Strategies for SSC-C • Confidence and competence are nurtured. • Students are encouraged to give a genuine hand to others. • Students believe that listening to them is a priority. • Students know we care about them - we might not like their behavior, but them we like. What Might Be Our Goals in the Area of Climate? • Maintain a community in school that reduces risk factors for students and promotes protective factors. • Maintain a community in school that recognizes and values the contributions of all: staff, students, and parents. • Maintain a context that will move students up the ladder of achievement. • Promote an atmosphere that encourages positive relationships between all stakeholder groups (administration/teacher, teacher/teacher, teacher/student, student/student). How Will We Assess Progress in the Area of Climate? • Climate surveys • Reduced conflicts • Decreases in absentee rate • Increases in informal socialization • A sense of community is evident • Movement of Level II and III students up to Level I • Is it starting to look and feel like we imagined it could be? Further Evidence • Whole School – Creates an inclusive environment – Creates a sense of community that supports, recognizes, and respects differences – Makes students want to come to school and participate • In the Classroom – We understand that we are in the social and emotional development business; not just the academic development business Single School Culture for Climate • In the Classroom (continued) – We understand that students need to have pro-social skills to use as needed at schools and in life. These skills may be: • • • • Problem-solving Non-violent conflict resolution Restraint of impulsiveness Peer refusal skills • We recognize the valuable contribution students can make to their school and home community through: – Service Learning and Community Service – Safe Schools Ambassadors / Mediation – Student Government, Sports, the Arts, Character Education, Mentoring, etc. Nuts & Bolts: The Plan • • • • • • • • • • • • • • • • Systemic Approach Behavior Intervention Forms (BIFs) Definition of Violence Consistent Classroom Management System Teacher Actions Support Services SAT Meetings Referrals Developmental Guidance Parent Involvement Student Agendas/Planners Conduct Grade Incentive Program Alternative School Program Surveys and Data Collection Positive Behavior Programs If prevention is to work, it must be consistent. To be consistent, all the adults must agree on terms. Herein lies the most difficult part of intervention and prevention: deciding which actions merit our stepping in. What is your role? • • • • • • • • Voice of the School (Re: Behavior) Sparkplug Facilitator Consistent/Congruent Pro Active Adult Centered PREVENTION Track Behaviors (BIF) Analyze and Act (Consistency) When do you intervene as an SAT? When even a small red flag goes up about a student’s behavior, it’s time for the SAT to take action.