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

“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

Excerpt from 2007 State of the State Address

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 2010Healthy People 2010

“ “Schools have more influence on the lives Schools have more influence on the lives of youth than any other social institution of youth than any other social institution except the family, and provide a setting in except the family, and provide a setting in which friendship networks develop, which friendship networks develop, socialization occurs, and norms that socialization occurs, and norms that govern behavior are developed and govern behavior are developed and reinforced.”reinforced.”

Coordinated School Health ProgramsCoordinated School Health Programs•Addresses all dimensions of Addresses all dimensions of healthhealth

•Develops knowledge, Develops knowledge, attitudes, and skillsattitudes, and skills

•Tailored to each grade levelTailored to each grade level

•Motivates studentsMotivates students

•Preventative ServicesPreventative Services

•EducationEducation

•Emergency CareEmergency Care

•ReferralReferral

•Management of acute and Management of acute and chronic conditionschronic conditions

•Promotes lifelong physical Promotes lifelong physical activityactivity

•Develops basic movement Develops basic movement skillsskills

•Develops physical fitnessDevelops physical fitness

•Enhances social and emotional Enhances social and emotional abilityability

Integration of:Integration of:

•Nutrition EducationNutrition Education

•Nutritious and appealing Nutritious and appealing mealsmeals

•Environment that promotes Environment that promotes healthy dietary behaviorshealthy dietary behaviors

•Food SafetyFood Safety

Provides a safe physical Provides a safe physical plant, as well as a healthy plant, as well as a healthy and supportive environment and supportive environment that fosters learning.that fosters learning.

•Physical ClimatePhysical Climate

•Emotional ClimateEmotional Climate

•Social ClimateSocial Climate

•IndividualsIndividuals

•GroupsGroups

•FamiliesFamilies

•Cognitive Cognitive •Emotional Emotional •BehavioralBehavioral•Social NeedsSocial Needs

Staff Activities:Staff Activities:

•AssessmentAssessment

•EducationEducation

•FitnessFitness

Develop partnerships among Develop partnerships among schools, families and schools, families and community groups. Individuals community groups. Individuals will share and maximize will share and maximize resources and expertise in resources and expertise in addressing the development of addressing the development of healthy children, youth, and healthy children, youth, and their families.their families.

Health Education

• Addresses all dimensions of health

• Develops knowledge, attitudes, and skills

• Tailored to each grade level

• Motivates students

Refusal Skills

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

•Individuals

•Groups

•Families

•Cognitive

•Emotional

•Behavioral

•Social Needs

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.

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

W

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 ChartDomain Risk Factor

Individual/

Peer

Alienation/Rebelliousness Friends who engage in problem behavior Favorable attitudes toward problem behavior

Family

Family management problems Family conflict Family history of problem behavior

School

Early academic failure Early conduct problems Lack of commitment to school/poor school affiliation

Community

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 ChartProtective Factor

Condition(s)

Caring and Support

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

High Expectations

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

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.