CreatingSafeSchoolEnvironments:PreventingSchoolViolence

SchoolTeams:StrategicPlanningforIntegratingPromotion,Prevention&InterventionintoSchoolPoliciesandPractices

KevinP.Dwyer,MA,NCSPekdwyerkpd@gmail.com

Alaska

Objectives• 1.Understandthesciencebehindthepreventionandinterventionparadigm

relatedtosafeschoolclimateandacademicandsocial-emotionalachievement• 2.Understandthecriticalneedforschool-basedleadershipteamstomanageasafe

andsocial-emotionallyhealthyschoolclimate• 3.Understand thestepstobuildingeffectiveschoolandsystemclimateteams• 4.Learnthewaystoaddressthe“how-to”forgainingbuy-in,andselecting

implementablealignedbestpracticesforpromotion,prevention,earlyandintensiveinterventions

• 5.Learnfromactualfield-testedexamplesofhowschoolleadership teamshavebeenformed,operationalized,supportedandsustained;movingfromanidea,todesignofteams,tomanagementandneedsassessmentoveramulti-yearperiodforapplicationinyourschools

• 6.Discussandprovideexamplesofongoingactivities tosupportgoalsandobjectivesresultinginmeasurableoutcomesusingtheLogicModel

• 7.Understandhowtoimplementstepsforsustainability.

SCHOOL SECURITY

*Police

* ViolencePrevention

*Drug & AlcoholPrevention Program

Drug Counseling

SCHOOL NURSE

*STD/Pregnancy Prevention

Physical/Health Education

ProbationofficersJuvenile Services

HIGH SCHOOL

Teachers and Staff

AVOIDING THE DYSFUNCTIONAL SCHOOL

“RICH IN SERVICES”

SOCIAL SERVICES

*SSI *Medicaid

*Teen Mother *Pregnancy Counseling Prevention

*Child Abuse/Neglect Prevention

HEALTH SERVICES

*Physical and MentalHealth Services

SCHOOL COUNSELORS

*College *Class Schedule

*Mentors

STUDENT SERVICESSCHOOL PSYCHOLOGISTSCHOOL SOCIAL WORKER

*Special Education

• INTERNAL SCHOOL TEAM COORDINATION• TEACHER TRAINING/CONSULTATION• POSTIVE BEHAVIORAL SUPPORTS• SOCIAL SKILL INSTRUCTION• INSTRUCTIONAL LEARNING SUPPORT• INTEGRATED SERVICE PLANNING & PROBLEM

SOLVING• FAMILY CENTERED SYSTEM• SUPPORT FOR PARENT SKILL & INVOLVEMENT• COLLABORATION

Administration

Alternative Schools

WHAT’S MISSING?

AdaptedfromslidebyofNationalResourceCenterforSafeSchoolsBaseduponDwyer,1992

GuidingPrinciples• Complexproblemscanbescientificallyidentifiedand

remediedusingbestpractices.

• Thechangeprocessrequiressustainedsystemandschool-basedleadership&ownership.

• Changerequiresstrategicplansandactionsteps,andtakesmultipleyears.

• Systemsofongoingqualityimprovementwithafocusonneededmodificationsand adherencetofidelityandresults-basedoutcomesneedtobeinplace.

• Examplesofexistinginitiativesyouaredoingandhowyouknowtheyareworking?

MatrixofSuccessfulPrograms

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SystemsStrategicPlan• Improvecapacitytoplananddeploy• Improvepolicies,proceduresandpractices• Improveschoolclimate• Providesocialemotionallearning&reinforcement *• Providepositivebehavioralpoliciesandpractices*• Developearlywarning&responsesystem• Enhanceschool-agencycollaboration• Enhancefamilyengagement• Providefocusedprofessionaldevelopment• Focusfunding&humanresources• Developqualitystandards&ongoingimprovementmeasures

ResponsibilityforFidelitytoGuidingPrinciple

SchoolSystemLeadershipTeamDirectsPrinciples&StrategicPlans

School-basedLeadershipTeamManagestheimplementationoftheinitiatives,&actions – theclimate

policiesandpracticesaspartofschool’splan

• Lackofsupportfromsystemleadership• Lackofsystemicapproaches• Lackofmonitoringandaccountability• Weakprofessionaldevelopment• Fragmentation&lackofeffectivecommunicationbetweenandamong

agencies,services,police,familiesandschools• Cultural,structural,andhistoricaldisconnectsbetweenagenciesandschools

andfamilies• Weakimplementationofinnovativeefforts• Failuretosystematizechangeinmostprojects– pilotprogramsnotgoingto

scale• Inconsistencyofservicesacrossschools• Interventionsnorrobustenoughtoaddressmultipleriskfactors

• Otherreasonswhyeffortsfail?

WhyEffortsFail

TheParableoftheFishandFishBowl

IstheProblem:• TheFish,• TheWater,or• Both?

Adaptedfrom:BethDoll,UniversityofNebraska

ThinkEcologically:WhataretheTheImplicationsofthisforAllPlayers?

• Students• Teachers• Staff• Principles• Superintendents• SEA• Families• Agencies&CBOs

Adaptedfrom:BethDoll,UniversityofNebraska

Family & Community

School

IdentifyProtectiveandRiskFactorsat

allLevels

Wheretointervene?

Classroom

Individual student Factors

School,FamilyandSocialRisk&Protection

• Highlevelsofprotectiondonoteliminateimpactofhighlevelsofrisk

• Riskandprotectivefactorsoftenaccumulateandalsointeract

• Riskandprotectivefactorshaveimmediateaswellaslonger-termoutcomes

StudentLevelRiskFactors

• Chronicillness• Disability• Poorsocialskills• Lowfrustrationtolerance• Lackofempathy• Alienation• Attentionanddisruptive

behaviorproblems• Impulsivity• Unmetmentalhealthneeds• Traumaticstress• Otherstudentriskfactors?

ProtectiveFactors• Cooperative• Effectivesocialskills• Eventemperament• Empathic• Effectivelisteningskills• Eagertolearn• Caring• Tolerant• Respectful• Alert&attentive• Dealseffectivelywithconflict• Dealseffectivelywithfrustration• Otherprotectivefactors?

15

SchoolandCommunityLevelRiskFactors

School• Highratesoflowacademic

achievementandacademicfailure

• Bullying• Peerrejection• Poorstudent-teacher

relationships• Poorbehaviormanagement• Gangs• Poorcurriculumandinstruction• Poorfamilyinclusion• Poorculturalawareness&

inclusion

Community• Generationalpoverty• Highunemploymentrate• Scarcityofaffordable

housing• Lackofmental,medicaland

legalservices• Fooddeserts• Discrimination• Neighborhoodviolenceand

crimePairofACEs

16

StressMatters

AnxietyandToxicStress

• Compromisedworkingmemory

• Lessattention• Limitstocreativity

• TheImplicationsoftheworkofKimberlySchonert–Reichlandcolleagues– “Stresscontagionintheclassroom?Thelink

betweenclassroomteacherburnoutandmorningcortisolinelementaryschoolstudents”(Oberle &Schonert-Reichel,2016)

• TheImplicationsoftheworkofMarkGreenbergandTrishJennings– Reducedteacherstress->changedteacher

behaviors->changedstudentoutcomes.(Jennings,Minnici,&Yoder,2018)

• “Thebestapproachtosafetyistofixschoolsandsupportchildrenandstaff.”(Osher,Sandler&Kelley,&2001)

TheSolutionisNotAbout“Fixing”Teachersor

Students

Connection,Caring&Trust

SocialEmotionalLearning&Support

PositiveBehavioralApproaches&Supports

HighAcademicStandards&LearningSupports

ConditionsforLearning

CharacteristicsofStrongSchoolClimate/LeadershipTeams

• Inclusiveyetefficient• Task-driven– Actionplanners&implementers• Connectedtoyourinterventionteam(studentsupportteam)

• Whyuseyourexistingleadershipteam?– Parallelteamisnotasefficient– Parallelteamscanreducevalue– Parallelteamseparatesclimatefromacademicmissionofschool

– Stressonschool’shumanresources&time

SchoolClimateTeamMembership(cont.)

• SelectionCriteria– Political– powerbrokers– Administrative– incharge&instructionalleader– Sociallyinclusive– Cultural/ethnicleaders– Functional– Specializedknowledge– schoolpsychologist?

• Howchosen?– Volunteersrequested– Chosenbypeers- elected– Selectedbyadministrator– Selectedbycommunityagency

• OtherIdeasforWhoandHowchosen?

SchoolClimateLeadershipTeam

StudentSupport&InterventionTeam

- Principal- Teacherrep- Schoolpsychologist

DevelopaSchoolLeadershipTeamtoImplementSocial/EmotionalClimate

Coreteammembersbuildthebridgeacrossuniversal

&individualinterventionsTeams.

Linkingclimate/leadershipteamtostudentsupportteam

SystemicStrategicPlan(cont.)• Implementstrategiesdevelopmentallyover5years• Employ3-tieredapproachtoprevention/intervention• Positivebehavioralapproaches,socialemotional

learningandstudentconnectedness• Buildstructurestosupportchange

– DistrictLevel• Provideappropriateprofessionaldevelopmentandcoachingsupport

• Improveandmonitorskill-setandknowledgeofALL(Paraprofessionals,SROs,Agency&family)

• Targetresourcesthatgotoschools• Utilizestakeholderworkgroupstoselectbestpracticesforallschools

• Monitor,respondtoandsupporttheuseofConditionsforLearningdata

• Identifyasetofprogramsandstrategiesthatthedistrictwilluse

EvaluationMethodology• AnalyzeAvailableData

– Reports– Evaluations– ArchivalData– Wholooksatofficereferrals?Attendance?

• Keyinformantinterviews• StakeholderOutreach• Casestudies

– StratifiedRandomSelectionofSchools– StratifiedRandomSelectionofClassestoObserveand

Teachers,Students,Staff,andFamiliestoInterview– ExpertInformants(schoolpsychologist?)– Observations– ExaminationandContextualizationofSchoolArchivalData

• Outcomes;• Informationon

differentialeffects;• Cost;• Staffingimplications;• Flexibility;• Compatibility;• Implicationsfor

instructionaltimeand;• Externalsupportneeded

&available.

Intervention Evaluation Criteria

EvaluationMethodology(cont.)• ValidationActivities

– StatisticalAnalyses– FocusGroups– students,staff,parents,partners

• EpidemiologicalSurvey:– ConditionsforLearningSurvey– YouthRiskBehaviorSurveillanceSystem

WorkatAllThreeLevels

Page§ 29

ProvideIndividualizedIntensive

Supports

InterveneEarly&ProvideFocusedYouthDevelopment

Activities

BuildaSchool-wideFoundation

Providecoordinated,intensive,sustained,culturallycompetent,individualized,child- andfamily- drivenandfocusedservicesandsupportsthataddressneedswhilebuildingassets.

Implementstrategiesandprovidesupportsthataddressriskfactorsandbuildprotectivefactorsforstudentsatriskforsevereacademicorbehavioraldifficulties.

Universalprevention&youthsocialskilldevelopmentapproaches,caringschoolclimate,positive&proactiveapproachtodiscipline,personalizedinstruction,culturalcompetence,&strongfamilyinvolvement.

ACEs&PairofACEs– TraumainformedplansandthePrevention/InterventionModel

TraumaInformedACEs• NumberofAdverseChildhoodExperiences(ACEScore)• Women Percent(N=32,539) MenPercent(N=21,245) Total• Percent(N=53,784)• 0 40.0% 41.4% 40.7%• 1 22.4% 24.9% 23.6%• 2 13.4% 13.2% 13.3%• 3 8.0% 8.1% 8.1%• 4ormore16.2% 12.4% 14.3%• Note:Reportsandarticlesthatusedatafromotheryearsand/orother

statesmaycontaindifferentestimates.• Source:CentersforDiseaseControlandPrevention.BehavioralRiskFactor

SurveillanceSystemSurveyACEModuleData,2010.Atlanta,Georgia:U.S.DepartmentofHealthandHumanServices,CentersforDiseaseControlandPrevention;2015.Availablefromhttps://www.cdc.gov/violenceprevention/acestudy.

EvidenceforPopulation-BasedPerspectivesonChildren'sBehavioralAdjustmentandNeedsforServiceDeliveryinSchoolsJeanA.BakerMichiganStateUniversity,RandyW.Kamphaus,ArthurM.Home,andAnneP.WinsorTheUniversityofGeorg}aAbstract.Americanschoolchildrenshowtremendousacademicaswellasintra- andinterpersonalbehavioraldifferencesintheclassroom.Currentservicedeliverymodelswithinschoolsmaybe insufficienttomeetthedemandanddiversityofstudents'needs,especiallyinschoolsservingstudentsplacedatriskbyadverselifecircumstances,suchaspoverty.SchoolPsychologyReview,2006,Volume35,No.1,pp.31-46

ImpactofClimateonMathAchievement:NationalSurveys

• NAEP(NationalAssessmentofEducationalProgress)

– Atallthreegradelevelsstudentsinschoolsreportinganabove-averageclimatehadhighermeanNAEPmathematicsscalescoresthanstudentsinschoolsreportingaverageorbelow-averageschoolclimateonthesamemeasure.

• NELS(TheNationalEducationLongitudinalStudyof1988)– Adolescentperceptionsofconnectionswithteacherspredictedacademicgrowthinmathematics.

Page§ 32Citations§ 4,5

AmericanInstitutesforResearch

–KimberlyKendziora,DavidOsher,LawrenceB.Friedman,LisaHoogstra,AndrewSwanlund,PaulBailey,ClareHalloran,MarkGaribaldi,ManolyaTanyu,AndreaBoyle,MichelleOlivia,andMatthewBurke

• ResultsFromanEvaluationofaDemonstrationProgramtoBuildSystemicSocialandEmotionalLearninginEightLargeUrbanSchoolDistricts( 2015)

• MostsuperintendentsaffirmedacommitmenttosustainingandgrowingSELandsaiditwasimportanttotheirgoals.

• SELhasbeenembeddedasapillarinstrategicplans.• SELisincreasinglyalignedwithotherdistrictwideinitiatives.• DistrictleadersreportedthatthefocusonSELwascontributingbothto

teacherqualityandstudents’abilitytodemonstratetheacademicbehaviors(suchasattention-span).

• DistrictleadersreportedthatSELwascontributingtoreductionsinexclusionarydisciplineinsomedistricts.

SelectedQualitativeFindings

34

–KimberlyKendziora,DavidOsher,LawrenceB.Friedman,LisaHoogstra,AndrewSwanlund,PaulBailey,ClareHalloran,MarkGaribaldi,ManolyaTanyu,AndreaBoyle,MichelleOlivia,andMatthewBurke

ResultsFromanEvaluationofaDemonstrationProgramtoBuildSystemicSocialandEmotionalLearninginEightLargeUrban

SchoolDistricts

April2015 Copyright©2015AmericanInstitutesforResearch.Allrightsreserved.

• Controllingforstudentdemographics,in2013–14:– Anchorage:Higherimplementation↔ fewerdisciplinaryreferrals.

– Cleveland:Higherimplementation↔higherreadingandmathematicsscores,higherGPAs,andfewersuspensions.

– Chicago:Nosignificantassociationswerefound.

– Nashville:Higherimplementation↔higherGPAsandmathematicsscores(butnotreadingscores),higherattendance,andfewersuspensions.However,Algebra1scoresweresignificantlylowerinhigher-implementingschools.

SchoolSELImplementationActivitiesandStudentRecordData

36

ProblemDefined

• Objectifytheprobleminmeasurableobservableterms

• Clarifyhowproblemisbarriertoschool’svision– ConditionsforLearning

• Identifytherootcauses• Verifyrootcauseswithdata• Considereffectivenessofpresentinterventions(includingpoliciesandpractices)

Actions

• Clearlyconnectedtoproblem’scauses• Utilizeproven“best”practicesthathavebeenshowntoaddressproblem&causes

• Establishstepsrequiredtoenableaction–mayinvolvemultiple“actions”priortofinalaction.

• Includeallstakeholdersinselectingactionsincludingleadershipforneededresources

• Definewhowilldowhat,whenandhow!

Createclassroomcommunitiesofferingall

childrenastrongsenseofsafetyandbelonging

• SeeEdutopia,“HowLearningHappens”

• https://www.edutopia.org/how-learning-happens

ResearchTraining

ImplementationEvaluationRevisionsFidelityScaling

Communication

Best PracticeImplementation

Training

Practiceimplemented

MeasuredResults

OngoingMonitoring&Evaluation

MeasuredresultsCommunicatesuccess

OngoingMonitoring&Evaluation

ModificationsIdentified

ModifiedTraining

PracticeSustained

KPD 2017Revised

LogicModelPROBLEMDEFINED

ACTION OUTPUTS OUTCOMES

StudentbehavioralreferralsareincreasinginallgradesAchievementscoresremainlow

Adopt:- resilientclassroompractices- classmeetings- de-escalationtechniques- planningcenters

#ofteachertrainings-- observationsusingkey-wordscale,- documentationofclassmeetings-Implementationofplanningcenterpracticesasdefined

ReducenumberofreferralsIncreasedstudentattention&instructiontimeIncreasedpositivemeasuresonCFLsurveybystudentsandteachers

VisionImprovedacademicachievement

Determineoutputs• Measureproblems/activitiesthatrequireactionplans• Selectionofbestpractices– includeimplementers• Selectionofcriteriaforeachimplementation• Fidelitymeasuresforoutputs:

– #oftrainingsforclassmeetings&trainingevaluatedbasedoncriteria

– #classmeetingsheld;#observed;#evaluatedforfidelity&results&remedies

Ideas??

Determineoutcomes

• Defineoutcomemeasuresusingproblemdataanddesiredbenchmarks,goals

• Wheneverpossibleuseexistingdatasets• Outcomesmustbeobjective– observable• Ideas??

AddresstheConditionsforLearning inYourActionPlan

Connection,Caring&Trust

SocialEmotionalLearning&Support

PositiveBehavioralApproaches&Supports

HighAcademicStandards&LearningSupports

ConditionsforLearning

ConnectionCaring&Trust• Trainandresourceclassroom/schoolresiliency• Studentfocusgroups– initialsteps• Classmeetings– canconnecttoSEL• Advisoriesforall&addressacademicguidanceandpersonalbehavioralissues

• Extracurricularactivities– trainingsponsors• NamebadgeswithlargeprintFIRSTnamesforall• Familyliaisonstaff• Trainingallstaffincludingsafety/securitytoberespectful

TeachSocialSkills

!FINDINGS!FROM!A!NATIONAL!SURVEY!!

SOCIAL!AND!EMOTIONAL!LEARNING!!�������������� ������������� ��!

Support'for'this'study'provided'by:''The!Atlantic!Philanthropies,!!The!California!Endowment,!The!NoVo!Foundation,!and!The!Raikes!Foundation!

CASEL’sTeaching5SELCompetencies

• Selfawareness• Socialawareness• Selfmanagement• Relationshipskills• Responsibledecisionmaking

SocialEmotionalLearning• Teachingsocialskillshasbeenshowntoincreaseachievement,

attention&reducebehaviorproblems• StartwithuniversalSELintheprimarygrades– getquickestbuy-in• Usesocialskillsinallschoolenvironments– cafeteria,halls,recess• TrainteacherstoteachSEL(2daystraining)andstafftoreinforce(3-6

hours)&giveprincipal’sinstructionalleadershiproletoensureinstructionhappensasrequiredbySELprogram

• Provideparenteducationandtipsforhome• Includeinlanguagearts,creativewriting,andotheracademic

subjects.

SeeCASEL.org

PositiveBehavior• Rewritedisciplinecodeusingpositives• Providestudentsandfamiliesinformationtogethelpforbehavioral

issuesanddisseminateaspartofcodedocument• Establishplanningcenterstoreplacein-schoolsuspensionsothat

studentscanbehelpedtofindnewwaystoaddresstheiracademicfrustrationandbehaviors

• ProvidePDforstafftode-escalateproblemsandidentifyearlywarningsignsofacademicandbehavioralissues

• Trainsecuritystafftoreinforcepositivebehaviors• Establishwellmanagedpeermediationprograms• Utilizestudentsupportteamtoaddressdevelopingandchallenging

studentbehavioralissues• Establishrestorativejusticeresponsetoproblembehaviors• UnderstandandwhenpossibleaddressACEs

HighAcademicStandards&LearningSupports

• Designandsupporteffectivehighstandardcurriculumandinstructionforall

• Establishaneffectivestudentsupportteam(SST)withknowledgeablemembers&makereferralprocesseasy– withresourcesatthetable

• Engageallinadoptingaproblemsolving“whatworks”approachtowellidentifiedacademicproblems

• Ensurethatallsupportchallengingacademicstandardsandtheirinstruction– principals

• Supportteachersinusingindividualizedandtargetedneeds-basedinstruction

• SupportandresourceafterschoolandSaturdayinstructionalsupports

• Utilizetechnologytosupportcurriculumandinstruction• MonitorstudentprogressthroughSST

LessonsLearned• Planningrequiresinclusivestrongleadershipbeyondtheschool.

• Communicationandtransparencywithstakeholdersisparamount.

• Trainingmustbeongoinginvolvingcoachingandmonitoring.

• Datasystemsmustbeinplace&userfriendly.• Datamustbeusedtoexaminefidelity&outcomes.• Climateteammustbeconnectedtoalllevelsofinterventionservices.

• Allactivitiesmustbealigned&seamless.

LogicModelWorksheetPROBLEMDEFINED

ACTION OUTPUTS OUTCOMES

Vision

Whatmightyouworkonandwhoareyouralliesneededtogetstarted– establishinitiatives- monitorandsustainthem?

ThreatAssessmentCheckNASPforthreatAssessmentandCrisisResponseEstablishaSystemicBehavioralThreatAssessmentandManagementProcessTheFBI’sBehavioralThreatAssessmentCenter(Ammanetal.2017)hasofferedaneffectiveandsystematicthreatassessment.

See:Reeves&Brock(2017)

ReadingsResources:SchoolBehavioralThreatAssessmentandManagementLouvar Reeves,M.A.&Brock,S.E.Contemp SchoolPsychol (2017).https://doi.org/10.1007/s40688-017-0158-6

Resilient Classrooms:Creating healthy environmentsfor learning 2ndEd.B.Doll,K.Brehm&S.Zucker (2014)GuilfordPress.

Safe,Supportive and SuccessfulSchools:Stepby Step.Osher,Dwyer&Jackson(2014)AmericanInstitutes for Research.

NASPAssessingtheSafetyoftheSchoolEnvironmentUsingtheFrameworkforSafeandSuccessfulSchools• Thisassessmentshouldbeutilizedcollaborativelybytheschoolsafetyteamandschooladministrationtoguide

effortsandidentifyneedswithintheuniquecontextofeachschoolcommunity.ConsiderusingthisassessmentandtheattachedresultanalysisandactionplanningtoolinconjunctionwiththePolicyRecommendationsforImplementationtheFrameworkforSafeandSuccessfulSchools. Datafromthisassessmentisnotavalidmethodofcomparingschoolsormeasuringprogress;itisintendedonlytoguidediscussion,planning,goalsetting,anddecisionmaking.

1Cowan,K.C.,Vaillancourt,K.,Rossen,E.,&Pollitt,K.(2013).Aframeworkforsafeandsuccessfulschools[Brief].Bethesda,MD:NationalAssociationofSchoolPsychologists.ImplementingtheFrameworkforSafeandSuccessfulSchools

Citations1. Dwyer,K.andOsher,D.(2007)Safeguardingourchildren:Anactionguide.Boston,

Sopris West.2. Osher,D.,Dwyer,K.&Jackson,S.(2004).Safesupportiveandsuccessfulschools:Step

bystep.WashingtonDC,AmericanInstitutesforResearch3. Osher,D.andKendziora (2010).Buildingconditionsforlearning.Chapter6,p.132.In

Doll,Pfohl &Yoon,Eds.Handbookofyouthpreventionscience.NewYork:Routledge.4. Kendziora,K.,et.al.(2015)ResultsFromanEvaluationofaDemonstrationProgramto

BuildSystemicSocialandEmotionalLearninginEightLargeUrbanSchoolDistricts.WashingtonDC:AmericanInstitutesforResearch.

5. Greenberg,E.,Skidmore,D.,&Rhodes,D.(2004,April).Climatesforlearning:mathematicsachievementanditsrelationshiptoschoolwide studentbehavior,schoolwide parentalinvolvement,andschoolmorale.PaperpresentedattheannualmeetingoftheAmericanEducationalResearchersAssociation,SanDiego,CA.

6. Gregory,A.,&Weinstein,R.S.(2004).Connectionandregulationathomeandinschool:Predictinggrowthinachievementforadolescents.JournalofAdolescentResearch,19,405–427.

7. Davidson,R.(2002).Anxietyandaffectivestyle:Roleofprefrontalcortexandamygdala.BiologicalPsychiatry,51(1),68-80.

8. Vygotsky,L.(1978).Mindinsociety.Cambridge,MA:HarvardUniversityPress.

NOVEMBER2018

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“Osher, Moroney, and Wil l iamson successfully integrate research, practice, and pol icy to help educators develop and implement effective and sustainable models to nurture caring schools that all chi ldren and educators deserve.”

—MARK T. GREENBERG, BENNETT CHAIR OF PREVENTION RESEARCH, PENNSYLVANIA STATE UNIVERSITY

CREATING SAFE, EQUITABLE, ENGAGINGSCHOOLSA Comprehensive, Evidence-Based Approach to Supporting Students

EDITED BY DAVID OSHER, DEBORAH MORONEY, AND SANDRAWILLIAMSON

Creating Safe, Equitable, Engaging Schools br ings toge ther the col lec tive w isdom o f m ore than th i r ty experts f rom a var ie ty o f fie lds to show h o w school leaders can createcommunit ies tha t suppor t the social, emotional, and academicneeds o f all

s tudents. I t offers an essential gu ide fo r m ak ing sense o f

the m yr iad evidence- based frameworks, resources, and too ls available to create a continuous im provem entsystem.

Chapters i l lustrate h o w leaders can leverage the power o f school-based teams to assess the needs o f s tudents in the ir school and select appropr ia te in terventions across a w ide var ie ty o f domains, inc lud ing social and em otiona l learning, trauma, restorative practices, cultura l responsiveness, and s tudent and fam ily engagement. F il led w i threcommendations gleaned from research and ongo ing w ork inevery USstate and terr i tory , Creating Safe, Equitable, Engaging Schools is a cr i t ica l resource fo r unders tanding and adop t ing evidence-based practices and m ak ing p rogram m at ic decis ions to ensure the ideal condit ions fo r learning, g rowth , and development.

DAVID OSHER is v ice pres ident and ins t i tu te fe l low a t Amer ican Institutes fo r Research. DEBORAH MORONEY is a managing d irec tor a t Amer ican Institutes fo r Research and is d i rec tor o f the you th deve lopm ent and suppor t ive learning env ironments prac tice area. SANDRA WILLIAMSON is a v ice pres ident fo r policy, practice, and systems change atAmer ican Institutes fo r Research.

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CONTRIBUTORS

Kellie Anderson • Catherine Barbour • Juliette Berg • Ilene Berman • Aaron R. Butler • Vanessa Coleman • Greta Colombi • Kevin Dwyer • Allison Dymnicki • Edward Fergus • Karen Francis • Elizabeth V. Freeman • Allison Gruner Gandhi • Kathleen Guarino • Lynn Holdheide • Stephanie Jackson • Jessica Johnson • Jason Katz • Kimberly Kendziora • R. Jason LaTurner • Fausto Alejandro López • Amy Mart • Robert V. Mayo • Sam Neiman • Jessica Newman • Trina Osher •

Jill Pentimonti • Jeffrey M. Poirier • Frank Rider • Terry Salinger • Manolya Tanyu• Roger P. Weissberg • Lacy Wood • Sara Wraight • Nick

Yoder