principal packet - boarddocs
TRANSCRIPT
ARIZONA Directly serves 8,000 kids
in 12 schools.
93 percent of students qualify for free or reduced-
prices lunches.
Contact Playworks Arizona Chuck Warshaver
Executive Director [email protected] 480–525–6565 www.playworks.org
s.org
480–525–6565
www.playworks.org
Playworks began serving Arizona in 2011, originally
serving three schools. Today the program offers
strong role models and opportunities for safe and
inclusive play in seven low-income Title I schools,
where an average of 93 percent of students qualify
for free or reduced-price lunches and an estimated
15 percent are homeless. Partnerships with three
school districts—, Balsz, Creighton, and Phoenix
Elementary No. 1—allow Playworks coaches to reach
thousands of youth in grades K-8—most of them
Latino. Playworks is well-positioned to serve 18
schools and reach more than 10,000 students in the
coming school year.
Local Testimonials
“At Machan Elementary, we know first-hand that
Playworks’ innovative model of play is a powerful tool to
help improve the physical, social and educational well-
being of kids in the Phoenix area…Last year, our
Playworks coach did a beautiful job of integrating all of
our students through play and physical activities,
regardless of gender, physical ability, or other factors that
can discourage children from participating. This inclusive
approach changed the culture of our school. Through the
conflict resolution techniques taught by Coach Paul, we
saw a dramatic reduction in disciplinary referrals resulting
from disruptive behavior on the schoolyard and in the
classroom. I was amazed at the way Playworks took a
chaotic recess time and transformed it into an opportunity
for our students to play and grow together.”
Eric Dueppen, Principal, William T. Machan Elementary
School, Phoenix, AZ
360 schools • 22 cities • 270,000 students
In the 2012–13 school year, Playworks has placed full-time
coaches in 360 schools in 22 cities. The organization expects to
serve nearly 270,000 students directly and through training
services that reach more than 480 additional schools and
community organizations.
At Playworks, we believe play and recess provide an
unparalleled opportunity to foster the physical, social, and
emotional health of our kids. Playworks maximizes the power
of play to fundamentally transform schools. Research
indicates the program restores valuable teaching time,
reduces bullying, increases physical activity and improves the
school and overall learning environment.
Playworks is a uniquely effective force for change. It works
on-site with low-income schools, engineering a powerful
system of play that is making a daily difference where it is
most needed. Equipped with balls, cones, jump ropes and
enthusiasm, Playworks coaches take to the blacktop or
hardwood every recess. They facilitate healthy, inclusive play
that moves kids off the sidelines and engages them in the
action, taking advantage of the many teaching and learning
opportunities inherent in recess.
Why Play Matters
Recess and healthy play support learning. With a
trained adult on the playground, Playworks has
successfully tackled the chaos and negative behaviors
that find their way from the playground back into the
classroom, disrupting the teaching and learning
process.
The American Academy of Pediatrics recently released a
policy statement that recess is a crucial and necessary
component of a child’s development. By focusing on
building students’ social and emotional skills, Playworks
teaches children to interact and engage more
constructively. They can resolve their own conflicts and
create a more positive learning environment.
Recess and play are too often overlooked as potential
solutions for schools, sometimes resulting in schools
cutting recess time. But research shows that recess
can be very positive and important, delivering benefits
across the whole school day.
In a 2011–2012 nationwide survey of more than 3,850
principals and teachers in schools that partnered with
Playworks, respondents indicated they reclaimed an
average of 20 hours of teaching time per classroom
due to fewer behavioral problems on the playground
that carried into the classroom.
Playworks teachers
report less bullying and
exclusionary behavior
than teachers at schools
without Playworks.1
96%
of teachers agree that
Playworks reinforces positive
behavior during recess.
91%
of teachers agree that
Playworks helped students
stay out of trouble.
Playworks Prevents Bullying
Source: Statistically significant findings from “Impact and Implementation Findings from an Experimental Evaluation of Playworks: Effects on School Climate, Academic Learning, Student Social Skills and Behavior” and “Findings from an Experimental Evaluation of Playworks: Effects on Play, Physical Activity and Recess”. Mathematica Policy Research, 2013
i (n=295); Significantly different from zero at the .05 level, two-tailed testii (n=296); Significantly different from zero at the .05 level, two-tailed testiii (n=1,579); Significantly different from zero at the .10 level, two-tailed testiv (n=293); Significantly different from zero at the .10 level, two-tailed test* compared to those in control schools
HIGHERRATING
DIFFERENCE
PLAYWORKS
OTHER
PLAYWORKS SCHOOLS HAVE LESS BULLYING Teachers in Playworks schools reported significantly
less bullying and exclusionary behavior during recess*, a 43% difference in average rating scoresi.
STUDENTS FEEL SAFER AT SCHOOL
STUDENTS ARE READY TO LEARN
STUDENTS ARE ENGAGED IN MORE VIGOROUS PHYSICAL ACTIVITY
Accelerometer data showed that children in Playworks schools spent significantly more time in vigorous physical activity at recess* (14% versus 10% of recess time, which is a 43% difference)iii.
Playworks teachers’ average rating of students’ feelings of safety at school was 20% higher than the average ratings reported by teachers in control schoolsii.
Teachers in Playworks schools reported spending significantly less time to transition from recess to learning activities (34% fewer minutes)iv.
POSITIVE FINDINGS FROM A RANDOMIZED CONTROLLED TRIAL EVALUATION
FEWER MINUTES
LESS
n= #N/A
94%Number Hours Recovered Teaching Time
16
Results reported represent % of respondents who answered "significant" or "moderate" increase/decrease.
% of staff reporting a DECREASE in the following behavior
Impact on students in the CLASSROOM
% of staff reporting an INCREASE in the following behavior
% of staff reporting an DECREASE in the following behavior
Overall Impact Want Playworks To Return
Annual Survey 2013Results from a survey of teachers, administrators
and other staff at Playworks schools.
Arizona
Impact on students at RECESS
% of staff reporting an INCREASE in the following behavior
100%
100%
100%
97%
97%
Number of students that are physically active
Intensity of student physical activity
Number of students engaged in healthy play
Level of cooperation among students
Use of conflict resolution strategies
84%
86%
85%
Number of bullying incidents
Number of conflicts (physical or verbal)
Number of disciplinary incidents
87%
92%
89%
93%
Level of participation in academic activities
Level of cooperation with others during class
Students’ abilities to focus on class activities
Students play outside their play group
89%
85%
83%
88%
Conflicts from recess spilling into classroom
Amount of class time spent resolving conflicts
Time transitioning from recess to classroom
Number of disruptive events in the classroom
90%
68%
95%
Reduction indisciplinary
incidents
Student academicsuccess
Overall schoolclimate
City: Arizona
Total Respondents: 85
Student behavior during recess:
National Arizona
98% 100%
98% 100%
98% 100%
96% 97%
93% 97%
82% 84%
82% 86%
81% 85%
Student behavior in the classroom:
National Arizona
86% 89%
85% 85%
81% 83%
87% 88%
88% 87%
90% 92%
89% 89%
Overall student behavior
National Arizona
75% 68%
59% 58%
93% 95%
85% 90%
Additional information
National Arizona
90% 86%
96% 94%
6.7 5.4
20.2 16.2
**calculated by using the the daily minutes multiplied by 180 days and divided by 60 minutes
report an increase in the level of cooperation with others during class
Annual School Survey
2012-2013
According to school staff, Playworks had the following impact on
report a decrease in the number of conflicts originating on the playground and spilling to
class
report an increase in the number of students that are physically active during recess
report an increase in the intensity of student physical activity during recess
report an increase in the number of students engaged in healthy play
report an increase in the level of cooperation among students during recess
report an increase in the use of conflict resolution strategies during recess
report a decrease in the incidents of bullying during recess
report a decrease in the number of conflicts (physical or verbal) during recess
report a decrease in the number of disciplinary referrals during recess
reduce the amount of class time you spend resolving conflicts from recess
reduce the amount of time transitioning from recess to classroom instruction
reduce the number of disruptive events in the classroom
report an increase in the level of participation in academic activities
of staff said they would like Playworks to return to their school next year
Average number of minutes recovered daily transitioning from recess to the classroom
Average number of reclaimed classroom teaching hours**
report an increase in the students’ abilities to focus on class activities
report a positive impact on the students overall academic success
report a positive impact on students school attendance
report a positive impact on the overall school climate
report a reduction in the overall disciplinary referrals
of staff report that Junior Coaches take on a leadership role during recess
11
Program Components
www.playworks.org
www.playworks.org
Program Components Recess The Playworks coach will create an organized recess, by establishing specific areas on the playground for games such as tag, kickball, and four-square. The coach creates a safe, respectful and inclusive playground by developing standard agreements for behavior, teaching kids the rules and strategies of the games, and recruiting disengaged students to participate. The coach will also teach conflict resolution techniques such as rock-paper-scissors so that students can resolve conflicts on their own (and yes, amazingly it works!). Junior Coach Program Playworks’ coaches nurture a cadre of students from the upper grades to serve as junior coaches. The junior coaches are a mix of students who are successful academically as well as students who may be struggling academically but have natural leadership skills. Junior coaches participate in monthly trainings that focus on leadership, group management, conflict resolution techniques and strategies effective in preventing bullying on the playground. This peer leadership program has been successful in helping improve kids’ self-esteem, leadership ability and desire to improve academically. Class Game Time The Playworks’ coach leads individual classes in regularly scheduled periods of 30-45 minutes. Students are able to learn and become familiar with a variety of games in a small setting, providing a foundation of skills and tools that will allow for greater participation during recess. Playworks curriculum focuses on core recess games and activities in the beginning of the year as well as a variety of tag and other games that help students practice teamwork and cooperation. Out-of-School Time Playworks offers schools two after-school options to choose from: a collaborative model or an independent model. The Playworks coach can work in collaboration with your existing after-school program. S/he can provide academic support, structure physical activities and/or facilitate enrichment activities with the upper grade students. If there is not an existing after-school program or your school prefers the independent model then the Playworks coach will provide a free, high quality after-school program for a maximum of fifteen upper grade students. The program will include a healthy snack, homework assistance, enrichment activities and opportunities for physical activity and play. Both after-school options are only available Monday-Thursday. The goal of the Playworks’ morning program is to prepare students for learning in the classroom by providing fun and inclusive activities in an organized format before school begins; to build a foundation that supports in-school recess by introducing core games and conflict resolution strategies and to improve the morning transition from the recess yard to the classroom. Interscholastic Leagues Each Playworks school will participate in our developmental sports leagues, girls basketball (winter) and coed volleyball (spring). The Playworks coach will recruit and coach a team of twelve students from the upper grades for each league season. These are non-competitive teams designed to develop skills, provide a positive team experience, and teach good sporting behavior to students who may not otherwise have an opportunity to participate in sports. Each Playworks team will have the opportunity to play with another Playworks team during an evening game once a week.
Program Components
Recess
The Playworks coach will create an organized recess, by establishing specific areas on the playground for
games such as tag, kickball, and four-square. The coach creates a safe, respectful and inclusive
playground by developing standard agreements for behavior, teaching kids the rules and strategies of the
games, and recruiting disengaged students to participate. The coach will also teach conflict resolution
techniques such as rock-paper-scissors so that students can resolve conflicts on their own (and yes, amazingly it works!).
Junior Coach Leadership Program
The JCLP is a Playworks program that provides 5th grade students with enhanced leadership development opportunities. The program is designed to support student growth in leadership and conflict resolution within the school environment. Our program teaches students through fun games, team building exercises and activities which focus on understanding community and playing a leadership role within it. JCLP provides positions of responsibility for students to experience leadership on the playground and in their classrooms. Junior Coaches are required to:
1. participate in three trainings weekly during after school hours throughout the year 2. lead games at recess as well as teach conflict resolution and positive peer role modeling
strategies 3. maintaining and distributing the school sports equipment 4. participate in supervising/leading recesses across different grades 5. facilitate recess for a minimum of 30 minutes/week ‘on duty’
Class Game Time
The Playworks’ coach leads individual classes in regularly scheduled periods of 30-45 minutes. Students
are able to learn and become familiar with a variety of games in a small setting, providing a foundation of
skills and tools that will allow for greater participation during recess. Playworks curriculum focuses on
core recess games and activities in the beginning of the year as well as a variety of tag and other games
that help students practice teamwork and cooperation.
Interscholastic Leagues
Each Playworks school will participate in our developmental sports leagues, girls basketball (winter) and
coed volleyball (spring). The Playworks coach will recruit and coach a team of twelve students from the
upper grades for each league season. These are non-competitive teams designed to develop skills,
provide a positive team experience, and teach good sporting behavior to students who may not otherwise
have an opportunity to participate in sports. Each Playworks team will have the opportunity to play with
another Playworks team during an evening game once a week.
www.playworks.org