Creating Safe and Supportive Learning Environments November 7, 2012

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Transcript of Creating Safe and Supportive Learning Environments November 7, 2012

No Slide Title

Creating Safe and Supportive Learning Environments

November 7, 2012

1Presentation GoalsPresent Ohio School Climate Guidelines

Align components of school climate with coordinated school health objectives

Offer approaches for institutionalizing prevention and intervention strategies in Ohio schools.HungryBulliedDisengagedAbsentImpairedDruggedWorriedMolestedDestituteViolentDepressedSickNeglectedIndifferentLostResentfulAnonymousHopelessFearfulHomelessAlone

School climate Refers to the feel of the school at the building and classroom levelsReflects the physical and psychological aspects of the school Provides the preconditions necessary for teaching, learning and coordinated school health activities.School Climate Defined

Caring School ClimateValues positive character traits RespectHonestyDeterminationHard workHealthy Values positive interpersonal traitHelping behaviorsAltruismTeamworkGood citizenshipWellness

Positive school climate is associated with:Better academic achievementHigher rates of school attendance among studentsHigher rates of grade promotionLower levels of students receiving suspensions/expulsionsHealthier and Happier students andstaffSchool Climate and Positive Outcomes

Positive school climate is associated with:Increased self-image and self-esteemLower levels of depression, anxiety, and lonelinessStudents who are less likely to drink alcohol, smoke tobacco, or use other drugsIncreased engagement and connectedness among students and teachersBeing physically active

School Climate and Positive Outcomes

School Climate and Healthy People 2020 Goals

Create social & physical environments that promote good health for all

Achieve health equity, eliminate disparities, & improve the health of all groups

Promote quality of life, healthy development & healthy behaviors across all life stages

Attain high quality, longer lives free of preventable disease, disability, injury, & premature death

Asset-Building to Enhance ClimateSupportOther adult relationships Young person receives support from three or more non-parent adultsCaring school climateSchool provides a caring, encouraging environment

Boundaries and ExpectationsSchool boundariesSchool provides clear rules and consequencesHigh expectations Teachers encourage the young person to do wellEmpowermentCommunity values youthYoung person perceives that adults in the community value youthCommunity that sees youth as resourcesYoung people are given useful roles in the communityA safe environmentYoung person feels safe at school

Communities That Value Youth See Them as Resources Ways to communicate this to othersEngaging them in reciprocal dialogueInvolving them in decision-making processesGetting to know them on a personal levelGiving them a role to play

Components of School ClimatePHYSICALWelcoming and Conducive to LearningShow video14Physical Environment:Appropriate Number of Students

A child at the front of the classroom at the rural school in Glenarchy near Oakville, July 1946 VS.Physical Environment:Orderly and Organized VS.

Physical Environment andExamples of Healthy People 2020 Objectives

Healthy & Safe Physical Environment

Air qualityHazardous materials & pesticidesSafe drinking water Safe Routes to SchoolDaily Physical Health ActivitiesNutritious foods and beveragesTobacco free environmentDrug Free SchoolsAnti Harassment, Intimidation and BullyingPhysical Environment:Safe and Comfortable Place VS.

All students have the right to feel safeRole of adults = ensure safety at schoolStudents are better able to learn and thrive in classrooms with clear:Rules Behavioral expectationsBoundariesSafe Environment with Clear Boundaries and Expectations

SOCIALPromotes Communication and InteractionSocial Environment

Encourage Positive CommunicationFoster Positive RelationshipsShare Decision-Making ResponsibilityDevelop Interpersonal Skills21Social Environment and Relationship Building TechniquesBeing AvailableListeningTeaching the BasicsBeing PositiveInterveningHaving FunRemembering Personal Events and HolidaysBeing RealBeing Respectful

Associated with:better social and behavioral adjustmentbetter school adjustmenthigher levels of internal motivationmore resilienceactive engagement at schoolbetter academic achievementPositive and Caring Relationships With Other Adults

AFFECTIVEPromotes a Sense of Belonging and Self-EsteemAffective Environment

Reinforcement for Pro-Social, Positive BehaviorsStep #1: Define the behaviors that you would like to see continueStep #2: Notice the desired behaviors in othersStep #3: Name the specific behavior that you reinforcingStep #4: Give the reinforcement immediately and enthusiastically (following the behavior)Types of reinforcementsSensory (listening to music), Activity (playing a game), Edible (healthy snack), Material (an item), Token (points), Social (smile, praise)

ACADEMICPromotes Learning and Self-FulfillmentAcademic Environment

Academic Impact29Students cant learn if they are not healthy.

Absenteeism and truancy become barriers to academic achievement for students that aren't healthy.

Academic and health disparities can be linked to physical, social and emotional health. Why Do We CareHigher achievement for all students

Why Do We CareStudents receive high quality instruction aligned with academic content standards

Why Do We CareStudents have the right conditions and motivation for learning

33Climate Counts Risk Matters

Elements of Positive School ClimateIdentifying students early on who exhibit warning signs that may lead to violent behaviors

Ensuring students who are identified get help they need

School Climate and Performance Index Score

Source: EMIS, CSEE, 2006-07

Guiding questions for today 1.What do these issues mean to me (for us)?2. What do these issues mean for our youth?3. How can I make a difference?School Climate and Graduation Rate

Source: EMIS, CSEE, 2005-06

ACADEMICPromotes Learning and Self-FulfillmentAcademics and Physical Activity

Higher gradepoint average

Higher scores on standardized tests

Increased concentration

Better memory

Improved classroom behaviors

Reduced school dropout rate

Greater odds of attending college fulltime

Physical Education and Academic Achievement in Elementary School: Data From the Early ChildhoodLongitudinal Study. American Journal of Public Health: April 2008, Vol. 98, No. 4, pp. 721727. doi:10.2105/AJPH.2007.117176A Systems Approach for Creating Safe and Supportive Learning Environments

Comprehensive System of Learning SupportsEarly detection and intervention with students experiencing learning and other problems prevent costly intensive interventions later

All students have a basic right to academic programs and services to meet their unique needs to achieve to their fullest potential.

Early detection and intervention with students experiencing learning and other problems prevent costly intensive interventions later on.

Systemic approach for diagnosing academic and non-academic needs

Comprehensive System of Learning SupportsSystemic approach for diagnosing academic and non-academic needs

In the past, educators only focused on providing the academic supports . But we found that only meets the needs of some children. Sometimes, youth need more than academic supports (tutoring, differentiated instruction, content standards, high expectations).They also need non academic supports ( social skill building, mental health counseling, positive adult role models, medication, glasses, shelter)In order to provide all children with the supports they need to succeed, schools cannot do this alone. However, it is important for schools and community partners to have a common language and understanding of what students need to become healthy, resilient adults. The Care Team framework does just that. It supports every child in every community and is easily understood by educators, students, parents and community members.TIER 1 PREVENTION Character education, school climate, service learning, teacher training, youth leadershipTIER 2: EARLY INTERVENTIONCommunity agency services on site, mentoring (formal, informal)

TIER 3: INTENSIVE INTERVENTIONWrap around

Comprehensive System of Learning Supports41The reason the Guidelines are called A Comprehensive System of Learning Supports is because the strategies, practices, programs and resources that will make up the overall system are identified and developed through school, family and community partnerships. In other words, schools cannot provide everything to meet a students needs. Remember, engaged communities is one of the four game changing strategies identified by P2C2 if all students are to graduate from high school.

The Guidelines have four improvement priorities related to addressing the indicators that suggest there are non-academic barriers to student learning by: 1) Assessing risk and protective factors at the child, family and community levels; 2) providing solid promotion and prevention strategies for all students and selecting and providing appropriate intervention strategies; 3) Looking beyond the school to establish a system of promotion, prevention, and intervention resources, strategies and programs that extend the learning day and year, and : 4) Incorporating fiscal, human, accountability, and instructional systems improvements that include community-based service providers and programs.Leadership for Cha