School Climate What Works Essential Components Culture v Climate Culture refers to the behavioral norms assumptions and beliefs of a school A Schools Personality Climate refers to perceptions of persons in the ID: 703643
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Slide1
Safe and Supportive Schools(School Climate)
What Works…
Essential ComponentsSlide2
Culture v. Climate
Culture refers to the behavioral norms, assumptions and beliefs of
a school
-A School’s Personality
Climate refers to perceptions of persons in the
school
that reflect those norms, assumptions and beliefs
.
-A School’s MoodSlide3
Leadership Team
Decide on and recruit members (training?)
Schedule meetings/time to meet
Assign roles: agenda, student & dashboard data, minutes, communicating with staff
Establish a fixed agenda: e.g., analyze behavior and other data, review action plan
review budget (how much left to spend)
Create effective in-school communication system
Anticipate threats to team effectiveness
Be CHEERLEADERS!Slide4
WHY a Team?
Cooperative planning
Whole staff initiative (not top-down,
not bottom-up… represents entire staff)
Shared responsibility
for implementing initiatives
On-going management and supportSlide5
Leadership Team Issues
Member burn out
Turn over (teacher/staff
and
administrator)
Some carrying all the weight
Removal of a member
Dynamics of team membersSlide6
Discipline Matrix Example Slide7
Staff Buy-InOn All Components
Must understand the WHY of improving climate
Staff meeting to go over draft plan
Share copy of draft plan
Panel presentation by team members
Staff input into steps for achieving goals
Ask for help, e.g., team for each goal
Person to person convincing of fence-sitters
Share data of progress to win over skeptics
Recognize, celebrate successes
Food and T-shirtsSlide8
Staff Buy-InOn All Components
Staff meeting to go over plan
Share copy of plan
Panel presentation by team members
Staff input into plans for achieving goals
Ask for help, e.g., team for each goal
Person to person convincing of fence-sitters
Share data of progress to win over skeptics
Recognize, celebrate successes
Food and T-shirtsSlide9
Establish Staff
N
orms
Identify
staff norms that contribute to a positive school climate and reinforce, reward, and hold each other accountable for those behaviors. For example:
high expectations for all students
positive approaches to discipline
no display of anger or sarcasm
model
respectful behavior
no bullying or harassment
Agree on hallway behaviors that invite relationships, e.g. smiling, making eye
contact,
using students’ names,
greeting students at the classroom door before
and after
class.
Safe and Supportive SchoolsSlide10
Activity Slide11
Data Analyzed Regularly
School Climate Survey analyzed
a
nnually and reviewed
p
eriodically
SWOT, Environmental Scan
Behavior Data reviewed at each
t
eam meeting
(frequent referrals – students, behaviors)
Dashboard Data analyzed for patterns
Attendance, Graduation Rate, etc.
Evaluation… did we get the results we wanted?
Data, Not Hunches! – Don’t Make Assumptions!Slide12Slide13Slide14
Behavior ExpectationsClear to All
What are they and what do they
m
ean?
Communicate to staff and clarify
Present and explain to students (stress priorities)
Teach -- don’t
a
ssume! – and
r
e-teach,
re-teach, re-teach
Make parents
a
ware of expectations
Prompt parent
n
otification of inappropriate behaviorsStick to expectations unless major cause for change… but revisit at the end of the yearSlide15
Expectations Consistently Enforced
Consistently enforced? REALLY????
YES!!!!
School wide
Classrooms?
Most often a work in progress
Options to move toward greater consistency
Talk about scenarios as a staff
Some choose to observe (and mentor) in pairs
Provide reminders of target areas, behaviors, etc.
“Coach” staff
m
embers
w
ho
d
on’t conform Recognize progress using data Celebrate successSlide16
What teachers permit, they promote!
Teachers expect students to follow rules in their classrooms. But if teachers permit certain behaviors that do not align with their expectations, they send the message that those behaviors are acceptable.
In other words,
what they are permitting,
they are promoting.
(
How to Lead Teachers to Become Great
,
by Janet
Pilcher
and Robin
Largue
, p. 39)Slide17
A rule or a suggestion?
If a teacher expects her students to hand in their papers in a certain way but then allows some students to do it differently, she is essentially saying,
“The paper-handing-in rule
is not really a rule, but a suggestion.
Do it if you feel like it.”
(
How to Lead Teachers to Become Great
,
by Janet
Pilcher
and Robin
Largue
, p. 40)Slide18
A Caring, Non-Punitive Effort to Shape Behavior
Not
a
ll
s
tudents
c
ome to us
k
nowing
h
ow to behave
Our job is to
s
upport them in
t
heir process of growth
To help them learn to make better choices… not to catch and punish themATTITUDE is the key! “Dislike the Behavior – Not the Child”Slide19
When
kids don’t behave,
we play the blame game.Slide20
Who is to blame?
The college professor said:
“Such rawness in a student is a shame, lack of preparation in high school is to blame.”Slide21
Who is to blame?
Said the high school teacher:
“Good heavens! That boy’s a fool. The fault of course is with the middle school.”
.Slide22
Who is to blame?
The middle school teacher said:
“From stupidity may I be spared. They sent him in so unprepared.”Slide23
Who is to blame?
The elementary teacher huffed:
“Kindergarten blockheads all. They call that preparation-why, it’s worse than none at all.”Slide24
Who is to blame?
The kindergarten teacher said:
“Such lack of training never did I see. What kind of woman must that mother be?Slide25
Who is to blame?
The mother said:
“Poor helpless child. He’s not to blame. His father’s people were all the same.”Slide26
Who is to blame?
Said the father at the end of the line: “I doubt the rascal’s even mine.”Slide27
A Caring, Non-Punitive Effort to Shape Behavior
“Competence …is promoted in the context …in which students feel
valued, respected, connected to and engaged in learning.
”
(WVBOE Policy 4373, Ch. 1, Sec. 2)
At
some point, school staff need to
have difficult
discussions about what they believe about behavior, discipline, punishment, school’s role in teaching values, and in providing mental health supports for students. Slide28
Consequences Structured to Change Behavior
If the behaviors don’t change, the consequences have not been effective.
Develop a flexible plan of consequences
(increasing severity, greater support, etc.)
Review individual
s
tudent
d
ata at team meeting: if multiple referrals or serious violations, what consequences have been used?
r
esults? Slide29Slide30Slide31
Sample Consequences
Tardiness – When the bell rings students will be out of the hallway and in their assigned classroom / area.
Teachers have the right to have higher expectations than the school rule.
The teacher’s higher expectation must be discussed with students and requirements posted ahead of time and followed consistently.
1
st
tardy teacher issues verbal warning, document on log
3
rd
tardy parent contact, document on log
5
th
tardy, parent contact to invite parent in for a conference, document on log
6
th
tardy, referral sent to EHB, 1 day ISS (6 pts)
9
th
tardy, referral sent to EHB, 1 day ASD (9 pts)
12
th
tardy, referral sent to EHB, 1 day ASD, Referral made to Discipline Advisory Board (12 pts)
On
tardies
2, 4, 7, 8, 10, and 11 remind student of next consequence.Slide32
Meaningful Incentives
Low or No Cost
The common thread woven through the following examples is time with friends.
a movie
a couple minutes early to lunch or to the buses
dance, music at lunch
early to lunch
“Minute To Win It” stations
sock hop after school
game time (students play their games)
For incentives with a cost, ask for help from your community partner or PTO...Slide33
Academic Systems
Behavioral Systems
1-5%
1-5%
5-10%
5-10%
80-90%
80-90%
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Interventions
Some students (at-risk)
High efficiency
Rapid response
Individual or Group
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive
School-Wide Systems
for Student Success
TEACH
TEACH
Safe and Supportive SchoolsSlide34
Provide coordinated, intensive, sustained, culturally competent, individualized, child- and family- driven and focused services and supports that address needs while building assets.
Implement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.
Universal prevention & youth social skill development approaches, caring school climate, positive & proactive approach to discipline, personalized instruction, cultural competence, & strong family involvement.
Support for All Students
Safe and Supportive SchoolsSlide35
Prevention Strategies
Design a school wide prevention framework to promote student success
Teach and re-teach
behaviors:
anticipate
problem behaviors, school issues
If you want it, teach it!
School-wide themes… some examples:
Rachel’s Challenge
Capturing Kids’ Hearts
Peer Mediation
Natural Helpers
By-Stander Training
Slide36
Prevention Strategies
Character Education:
trustworthiness, respect, fairness, responsibility, caring, citizenship
Social and Emotional Learning
“Socially Competent Students are Skilled in Three Core Areas:
Self-awareness and Self-management
Social-awareness and Interpersonal Skills
Decision-making Skills and Responsible Behaviors”
(WVBOE Policy 4373, Ch. 1, Sec. 2)
Use
d
ata to decide
w
here to focusSlide37
“…the
process
through which individuals acquire the knowledge, attitudes and skills they need to
recognize and manage their emotions,
demonstrate caring and concern for others,
establish positive relationships,
make responsible decisions, and
handle challenging situation constructively.
”
(WVBOE Policy 4373, Ch. 1, Sec. 2)
What is Social and Emotional Learning?Slide38
Obj. 5—8.2.01 Predict others’ feelings and perspectives in a variety of situations.
Ideas for Promoting and Supporting this Objective
Opportunities to Teach
Opportunities to Practice
Evaluation
Health: 5 6 7 8
Phys Ed: 5 6 7 8
Soc Studies:
Guidance:
Advisor: 5 6 7 8
LS&TT: 5 6 7 8
Classrooms (all):
Hallways:
Lunchrooms:
Gym:
Assemblies:
Games/Events:
All of the above:
Student self-assessment:
Assessed by the teacher who provided “Opportunity to Learn”:
Assessed by all of the student’s teachers:
Assessed by analysis of data:Slide39
LEVEL 1
Core Instructional Interventions
All settings, all students
LEVEL 2
Targeted Group Interventions
Some students
(at-risk)
Intensive Interventions
Individual students
LEVEL 3
80-90%
5-10%
1-5%
PREVENTIONSlide40
LEVEL 1
Core Instructional Interventions
All settings, all students
LEVEL 2
Targeted Group Interventions
Some students
(at-risk)
Intensive Interventions
Individual students
LEVEL 3
80-90%
5-10%
1-5%
INTERVENTIONSlide41
Intervention Strategies
Level 2
Early intervention for at risk students (5-10%) who need something more to be successful.
Such as: smokers, bullies/targets/by-standers,
s
tudents considering suicide
Example strategies: tobacco
c
essation, behavior
m
anagement plan,
c
heck-in/
c
heck-out, anger
m
anagement skills, by-stander skills, mental health supportsSlide42
Intervention Strategies
Level 3
For a individual students (1%-5%) who need more intense interventions.
Examples: Treatment Center, Teen Drug Court, Alternate Education Site -- often
requires the support of community groups/ agencies integrated with school supports
Team to organize screening and referralSlide43
Partnerships
“School systems cannot provide
all of the resources and intervention services to meet the more severe behavioral needs of students For this reason,
partnerships
with other agencies and organizations are essential…”
(WVBOE Policy 4373, Ch. 3, Sec. 2)
mental health
law enforcement
s
ocial services
j
udicial system
Etc.
Slide44
Alternatives to Suspension
Extended D
ay
Saturday Academy
School or Community based
Service Learning
(time = suspension
)
In-school
S
uspension
Planning
Center
(get emotional support, “cool off, "resolve conflicts, learn coping/ problem-solving skills, complete school work)
Safe
and Supportive SchoolsSlide45
Family/Community Support
Provide parents clear information about behavior expectations and consequences for violations
Welcome parents, give them good news about their child from day one
Communicate to parents and community survey results, plans to address them, data on progress
Ask parents and community organizations to do something specific to helpSlide46
How Measure Effectiveness?
By Outcomes…
student attendance
grades
achievement scores
discipline data
promotion
and graduation
rates
extra
curricular
participation
teacher
, student, staff and parent satisfaction
surveys
Safe and Supportive SchoolsSlide47
What Schools Must Do
What WV schools have found creates
A Safe and Supportive School Climate
i
s now policy
f
or
all
WV Schools
WV State Board Policy 4373
Chapter 3Slide48
At a minimum, schools shall:
Establish a
Leadership
T
eam
(may be an existing team)
to manage the design, monitoring and improvement of school climate/culture.
(Ch. 3, Sec. 5)Slide49
At a minimum, schools shall:
Establish
A
Process to
G
ain
School-Wide Input and Commitment
to school climate/culture improvement from students, staff, parents and community
(Ch. 3, Sec. 5)Slide50
At a minimum, schools shall:
Develop
School-Wide
P
riorities
(Ch. 3, Sec. 5)Slide51
At a minimum, schools shall:
Analyze
S
chool
C
limate/Culture
D
ata Slide52
At a minimum, schools shall:
Make
D
ata
D
riven
Improvement
D
ecisions
based on analysis of consistently tracked student behaviorsSlide53
At a minimum, schools shall:
Implement
School-wide Plans
… to support and reinforce expected behaviorsSlide54
At a minimum, schools shall:
Implement
P
rograms/Practices
that promote
youth asset development to support
expected student behaviors
,
positive education
, and
health outcomesSlide55
At a minimum, schools shall:
Implement
comprehensive and effective
Intervention
P
rograms/Practices
that target identified behaviors that are disruptive to the educational process and that place students at higher risk of poor education and health outcomesSlide56
At a minimum, schools shall:
Develop
Referral Procedures
that are appropriate
and reliable
for intensive intervention
that enlist school and community partnershipsSlide57
At a minimum, schools shall:
Evaluate
And Revise
as Needed
the
school climate/culture
improvement process
Slide58
Change is Slow, Often Subtle!
Changing a school’s climate is a
PROCESS
It happens not in big events, but in small steps implemented
strategically, over time
It happens
with
INDIVIDUALS
first,
then institutions
It
usually
takes 3-5 years
58Slide59
Activity 2