THANK YOU!Coordination -Sally ShowalterRegistration – Adrienne AshfordPosters – Andrea RichardsWeb site – Deborah Schneider

Maryann Judkins, Jane Ballesteros, Nina Daldrup, Katie Mancini, Kathy Bayham

FACILITATORS

Jane Ballesteros Dr. Sheri Bauman Dr. Lynnette Brunderman Maryann Judkins David Lynn Tiffany McGee Andrea Richards Cindy Ruich

“The extent to which schools and communities create stable, caring, engaging and welcoming environments is the extent to which ALL our children thrive.”

Dr. Robert Blum

Conference Goal

Share research findings across disciplines

Identify next steps for research Identify next steps for scaling up.

Major questions

What do we know about the importance of the school environment to the healthy growth of children?

What do we need to do to scale up and put this knowledge into practice?

Process

Major presentations Panel discussions Small group discussions Individual notes

Products

Conference proceedings Series of journal articles/special

issue Video tape series Pod casts Webinars

CURRICULUM INSTRUCTION

CLIMATE

LEADERSHIP

CHANGE CONDITIONS

CHANGE PEOPLE

CLIMATE• Immediate feel or

tone • Daily experiences• Quality of interactions• Frequency of

interactions

CULTURE• Deep foundation that

govern’s school’s operation

• Stable and consistent• Norms, values,

beliefs, traditions and rituals

Insert photo of book cover

Vision Positive culture Leadership commitment Strong academic programs Research-based prevention Continuum of services Professional development Home-School-Community relationships Funding and resources Data-based decision making

10 Protective Schools Factors

What is a vision? Commonly held belief system

Moves in the same direction

Living document

Anchor for decision making

Vision

15

Show Care and Concern

Teach Life Skills

Establish Clear and Consistent

Boundaries

Have High, Supported

Expectations

Provide Opportunities for Meaningful Participation

BondingConnectedness

How “leaderful” is your school?

Leadership

Strong Academics

Program Types

Professional wisdom

Widespread practice

Expert opinion/best practice

Theory/research-based

Evidence-based

Research-based Prevention

Continuum of Behavior Support

UNIVERSAL - School-wide programs for all students, staff, and settings

Goal: Reduce new cases of problem behavior

TARGETED Target group interventions Goal: Reduce current cases of problem behavior

INDICATED Individualized intervention for specific student needs Goal: Reduce complications, intensity, severity of current cases

*80% of Students

*15% of Students

*5% of Students

*Average percentage of students responding to a given level of prevention/intervention. 1/9/2007

Schools must be exciting

learning places for the

adults who work there.

Professional Development

Types of Family Involvement

Parenting Communicating Volunteering Learning at home Decision-making Collaborating with community

Epstein, 2001

Home-School-Community Relationship

What are funding sources?

Who is involved in decision making?

Is spending aligned with vision?

Funding and Resources

Principles of Effectiveness Needs assessment

Setting goals and objectives

Identifying research-based programs

Evaluation

US Department of Education

Data Decision Making

Protective Schools Process

Commitment Assessment

Comprehensive Strength-based

Plan Set goals Build on strengths

Action Monitor

Have there been any changes in any of the following that you would attribute to participation in Tucson LINKS?

END OF THE SCHOOL YEAR: PRINCIPAL FEEDBACK

ACCESS TO BEHAVIORAL HEALTH SERVICES

STAFF PARTICIPATION IN DECISION-MAKING AT SCHOOLSTAFF INVOLVEMENT IN PROFESSIONAL DEVELOPMENTESTABLISHMENT/IMPROVEMENT OF SAT-TAT PROCESS

IMPROVED STUDENT CLASSROOM BEHAVIORIMPROVED STUDENT SCHOOL GROUNDS BEHAVIOR

IMPROVED SAFETY

IMPROVED ACADEMICS FOR STUDENTS W/GREATEST NEEDS

IMPROVED SENSE OF BEING A COMMUNITY

AREA FOR IMPROVEMENT YES SOME NO

8 7 3

9 4 5

4 4 9

10 6 2

11 4 3

11 4 3

9 4 5

8 4 6

12 6 0 N=18

Testimonials

Another principal in a school that is part of the districts desegregation plan reported: 

 LINKS has had a positive impact on the climate/ culture at our school. This is not to say that we have accomplished

every goal we set out in our Action Plan, but we have identified those areas that we need to work to improve and LINKS has given us a framework and guidance to

improve. We are working our way toward our goals. Just knowing that there is a support system out there to take

the lead in helping us plan has been such a positive addition to the attitudes and climate of our school.

ANNUAL SCHOOL ATTENDANCE

1999-2000

2000-2001

2001-2002

2002-2003

93%

94%

95%

Year Began LINKS

SCHOOLS WITH 95%+ ATTENDANCE

1999-2000 2000-2001 2001-2002 2002-2003

8 7 6 11

PERCENT IMPROVEMENT IN STANFORD 9 TEST SCHOOLS, 2002-2004 (GRADES 4 AND 5: TRUE COHORT)

LANGUAGE ARTS

0

-2

+4

+2

+8

+6

FIRST 15 LINKS TUSD SCHOOLS

56 OTHER TUSD ELEMENTARY SCHOOLS

READING MATHEMATICS

For more information:

www.protectiveschools.org

www.drugstats.org

www.pbis.org