the real work of the school safety team copyright fea 2013 building a positive school climate
TRANSCRIPT
THE REAL WORK OF THE SCHOOL SAFETY TEAM
Copyright FEA 2013
BUILDING A POSITIVE SCHOOL CLIMATE
Goals
WALT understand the role of the School Safety Team (SST)
WALT define school climateWALT utilize the key conversations of the
SST to foster school climate improvement
WALT explore the use of data to drive decisions
WALT create a team action plan
Copyright FEA 2013
NORMS
1. Start and end on time.2. State the objective and stay focused.3. Actively listen and participate.4. Voice and respond to concerns
positively and non-judgmentally.5. Address violations of the norms.
The L.W. Case
Copyright FEA 2013
“Bullying and peer harassment is a function of school climate.”
“The responsibility of school systems to eliminate discrimination and protect students from harm compels school districts to adopt a school-wide, comprehensive approach to eradicate bullying and peer harassment.”
Bullying Commission ReportThe Bottom Line:
Copyright FEA 2013
“Strengthening school culture and climate is the single best way to reduce HIB in schools”
The Anti-Bullying Bill of Rights
Copyright FEA 2013
Establishes a School Safety Team to:
“Develop, foster, and maintain a positive school climate by focusing on the on-going, systemic process and practices in the school and to address school climate issues such as harassment, intimidation, or bullying.”
Did Your School Safety Team Make the Grade?
Copyright FEA 2013
CORE ELEMENT 1: HIB Programs/ApproachesCORE ELEMENT 4: Curriculum and Instruction CORE ELEMNT 3: TrainingCore ELEMENT 5: HIB Personnel Appoint a facilitator and a reporter1. 15 minutes: Read each statement. Mark – Yes, No, TSD2. 5 minutes:
Discuss as a groupWhat aspects of the SST’s job were not clear to you last year? What is one aspect your team needs to address as you go forward?
Be ready to share a few big ideas from your group. Act. 1 NJDOE
The CAR
Cultu
re: C
limat
e fo
r Lea
rnin
g Culture: Shared Leadership
Culture: Communication of Connections and High Expectations
Effective Instruction
Formative & Summative
Assessments
Student Learning
Teacher &
Principal
Effectiveness
Connected Action Roadmap:
An Aligned and Coherent Process
For School Improvement
Professional Learning
Community(PLC)
Standards and Student
Learning Objectives
© CARCopyright FEA 2013
A Definition of a PLC
Copyright FEA 2013
Educators committed to working together using
processes of inquiry, problem-solving and
reflection upon their practice become a professional learning community. A
professional learning community is a team or group of
teams working interdependently to achieve a
common goal for which members hold themselves
mutually accountable. (DuFour 2006)
SCHOOL SAFETY (Climate) TEAM
Copyright FEA 2013
Operate as a PLC using climate data Focus on creation of a positive climateWork with the anti-bullying specialistProvide leadership that supports a
positive school climateWork collaboratively with other SSTs
and the district anti-bullying coordinator to build a district-wide approach to climate improvement
The CAR
Cultu
re: C
limat
e fo
r Lea
rnin
g Culture: Shared Leadership
Culture: Communication of Connections and High Expectations
Effective Instruction
Formative & Summative
Assessments
Student Learning
Teacher &
Principal
Effectiveness
Connected Action Roadmap:
An Aligned and Coherent Process
For School Improvement
Professional Learning
Community(PLC)
Standards and Student
Learning Objectives
© CARCopyright FEA 2013
School Climate - Relationships
Copyright FEA 2013
Student to StudentStudent to AdultAdult to StudentAdult to Adult
CLIMATE FOR STUDENTS
Copyright FEA 2013
o A physical environment that is welcoming and conducive to learning
A social environment that promotescommunication and interaction
An affective environment that promotes a sense of belonging and self-esteem
An academic environment that promotes learning and self-fulfillment
CLIMATE FOR ADULTSShould it be any different?
Copyright FEA 2013
• A physical environment that is welcoming and conducive to learning
• A social environment that promotescommunication and interaction
• An affective environment that promotes a sense of belonging and self-esteem
• An academic environment that promotes learning and self-fulfillment
You Can’t Tackle Climate without a COMMON DEFINITION
Copyright FEA 2013
What are the components of school climate?
What are the indicators of a positive school climate for each component?
National School Climate – 12 Dimensions
ACTIVITYDefining School Climate
Appoint a Facilitator, Timekeeper and Recorder
10 minutes: Review the 2 definitions of school climate. As you read the indicators of each domain, underline the key words and phrases that you feel are essential to a positive school climate.
5 minutes: As a group decide components or domains you will use in your definition of climate.
10 minutes: As a group define what your indicators of success will be for each domain in your definition.
PLC Conversation #1
Copyright FEA 2013
ACTIVITY 2 - EXAMPLE
Components
Social-Emotional
IndicatorsClear expectations for behaviorConsistent school and classroom rules and consequencesConflict resolution taught and practicedMutual respect is evident in all relationships – student to student, adult to student, student to adult and adult to adultTolerance and respect for diversityStudents and staff value collaboration Safe from emotional harm of verbal abuse, teasing and exclusion
Copyright FEA 2013
ACTIVITY 2 - EXAMPLE
Components
Physical
Morale
Staff
Indicators
Cleanliness, safe from physical harm, adequate space, welcoming
Strong sense of belonging, high rates of participation in activities, share ownership
Shared decision making, collegial and collaborative approach to working and learning together, strong focus on student learning , PLC time
Copyright FEA 2013
TURN AND TALK
What is 1 thing you’ve learned so far?
How will this knowledge impact your practice?
What is 1 question that you have?
Br
Copyright FEA 2013
CONVERSATION 2: What is your current reality?
Copyright FEA 2013
REFLECTION:What do you already have in place?What programs, approaches and/or
initiatives are already in place to deal with varying components of school climate?
2 minutes: Jot your own list
5 minutes: Share and create one list for your school
Use provided blank sheet for Activity 3- Reflection.
DISJOINTED PROGRAMS: A Major Barrier to School Climate
Improvement
Copyright FEA 2013
1. What is the goal of the program, approach or initiative? What need is it addressing?
2. Is it achieving that goal and effectively addressing the need? What data supports our answer?
3. Decide to keep, modify or abandon4. If you keep - clarify the purpose and
the connection to an overall school climate improvement plan
Focus on PROCESS, not Programs
The Three Levels of Text Protocol
1. Read the article2. Underline two passages that you feel are
important and have implications for your work
3. Follow the protocol for individual sharing and group response
4. Note-taker will share common themes with entire group
Copyright FEA 2013
WHAT ABOUT THE STUDENTS?
Copyright FEA 2013
The law mandates year-round anti-bullying instruction appropriate
to each grade.
© New Jersey State Bar Foundation, 2011
Social and Emotional Learning and Character Development
Copyright FEA 2013
Evidence-based SEL programs have many significant positive effects, including improving students’ achievement test scores by 11 to 17 percentile points (Payton et al.,2008)
Social -emotional learning participants, demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance as reflected by an 11 percentile point gain in achievement (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
Collaborative for Academic, Social and Emotional Learning (CASEL)
CONVERSATION 3: What do we want students to know, understand and do?
Copyright FEA 2013
What do we want students to know, understand and be able to do in terms of social and emotional learning and character development?
Identify SLOs related to SEL and CD.
Sample SLOs based on NJ Bar Foundation Curriculum
Copyright FEA 2013
WALT understand the difference between bullying and normal conflict
WALT identify aggressive, passive and assertive behavior
WALT use appropriate I Messages* WALT identify our feelings
WALT identify the difference between telling and tattling (ratting and reporting)
WALT demonstrate good bystander behavior
(www.njsbf.org)
EXAMPLE SLOs: NJ BAR FOUNDATION
Copyright FEA 2013
WALT solve normal conflict independently
* WALT cool off* WALT actively listen* WALT brainstorm solutions
EFFECTIVE SEL Programs
Copyright FEA 2013
All staff members are trained. Skills are taught consistently by all staff
creating a common language related to expectations for behavior
Skills are connected to the student code of conduct and discussions related to discipline
Instruction is integrated into the curriculum across grade levels and content areas
Skills are assessed to determine program effectiveness
Parents are trained
The word of the week is…
Copyright FEA 2013
Identify Core Values and Make Them Part of the Mission
Teach Character in ContextProvide opportunities for students to
demonstrate character traits (Situations involving conflict, relate traits to behavior norms, service learning)
Don’t Forget to CelebrateCelebrations Build Community
Make Respect Week Meaningful
Consider a school-wide themePlan meaningful celebrations
Copyright FEA 2013
A Climate for Adult Learning
Copyright FEA 2013
Civil Congenial Collegial
Expect. of Educators
REFLECTION
Copyright FEA 2013
Think about the adult to adult relationships in your school
Identify strengthsIdentify areas of concernWhat are possible causes for areas of
concern?
Conversations 4 and 5WHAT IS YOUR CURRENT
REALITY?
Copyright FEA 2013
Looking at Data:1. School Climate Surveys (NJDOE+)
2. Attendance data3. Grade distributions4. Disciplinary referrals5. Bullying reports6. I&RS referrals7. Other data?
CONVERSATION 6:Analyzing Data
Copyright FEA 2013
Examine the dataIdentify patterns Identify areas of strengthIdentify areas of concernBrainstorm possible reasons for results
Activity: Analyzing Data
10 minutes: Examine the summary data for one domain. Note areas of strength and areas of concern.
2 minutes: What other data might you collect to “dig deeper” into responses?
Be ready to share one finding and one other data source you might use.
Copyright FEA 2013
REFLECTION: Where are we now?
Appoint a Facilitator, a Timekeeper and a Note-Taker
15 minutes: Read each element, discuss and circle the level that best describes your school at the present time.
5 minutes: Prioritize the top 3 areas that you believe need to be addressed.
5 minutes: For each priority need, review the descriptors and determine what needs to be done to move your school to the next level.
5 minutes: Identify current areas of strength.
Copyright FEA 2013
CONVERSATION 7:Develop an Action Plan
Copyright FEA 2013
Prioritize the areas of concernWhat areas of strength can be
leveraged?Create a plan to address areas of
concern that includes the specific goal, the people responsible, a timeline, assessment tools and an intended outcome
Anticipate roadblocks and be proactiveFocus on clarity around the evidence of
success See sample in
packet.
CREATE and Sustain a MEANINGFUL VISION
Copyright FEA 2013
Develop a school mission that truly supports the highest level of academic and social and emotional learning for both students and adults
Hold each other accountable for behaving in ways that support that mission
Leadership matters Remember the climate got that way
because of inattention to climate – It will take 3-5 years for systemic change – STICK WITH IT!!! Mission before/after
THE SPIRIT OF THE ABRCOMPLIANCE AND PRACTICE
Copyright FEA 2013
COMPLIANCE with the ABR must include on-going assessment and continuous improvement of the systemic PRACTICES and PROCESSES that support a positive school climate.
School Climate
Assess
Analyze
Plan
Implement
The CAR
Cultu
re: C
limat
e fo
r Lea
rnin
g Culture: Shared Leadership
Culture: Communication of Connections and High Expectations
Effective Instruction
Formative & Summative
Assessments
Student Learning
Teacher &
Principal
Effectiveness
Connected Action Roadmap:
An Aligned and Coherent Process
For School Improvement
Professional Learning
Community(PLC)
Standards and Student
Learning Objectives
© CARCopyright FEA 2013
Sum It Up 3-2-1
What are 3 big take-aways from this session?
What are 2 ways this information will impact your practice?
What is 1 question you still have?
Copyright FEA 2013