1. Jonathan Cohen, Ph.D. National School Climate Center: Educating Minds and Hearts Because the Three Rs’ Are Not Enough; Teachers College, Columbia University Promoting Resiliency: Student Success from Crayons to College and Career Ready 60 th Annual Utah Career and Technical Education Conference – Keynote 8:20 to 10:10 - June 11, 2014. Creating a Climate for Learning that Supports School and Life Success: Trends, Challenges & Suggested Solutions

2. Understandings: Supporting school – and life – success Our educational goals and resiliency Resiliency “Top down” efforts and/or engaging the “whole village” to support the whole child? School climate reform Challenges: Solutions and Resources: Policy Guidelines Practice Guidelines and Road Maps Tools: Measurement, Protocols & Rubrics Leadership Development Goals

3. Understandings: Our educational goals and resiliency School and/or Life Success? The impact of focusing on student cognitive learning alone: A challenge! On the essential importance of prosocial education and engaging the “whole village” Resiliency: Biopsychosocial ‘forces’ Biological factors Psychosocial factors: Feeling safe, supported (belonging), engaged and able National and international trends

4. Understandings: What works? “Top down” and/or engaging the “whole village” to support the whole child Current educational trends: Behaviorally informed “top down” efforts On the essential importance of school reform efforts that: (1) ignite the intrinsic motivation of students, parents & school personnel to learn and work together; and (2) recognize the social, emotional, ethical and civic as well as intellectual aspects of learning and school life

5. School Improvement Research: helpful and less helpful “Drivers” of change* Unhelpful Primary Drivers: 1) Accountability systems that use data as a “hammer” rather than a “flashlight” 2) Primary focus on the individual teacher and/or administrator 3) Technology 4) Specific “evidence-based” programs Helpful Primary Drivers 1)Fostering the intrinsic motivation of students, parents and school personnel: “igniting” the process 2)Engaging students & educators in a continuous process of social-emotional & civic as well as intellectual learning 3)Inspiring team work and a collaborative problem solving process 4)Affecting the whole community * Bryk, et. al. 2002 & 2010; Fullan, 2011; Mourshed, Chijioke & Barber, 2010; Tucker 2011.

6. School climate reform A hundred year educational tradition Definitions Mobilizing the “whole village” to support safe, supportive and engaging schools: promoting safety, belonging and ability National and international trends

7. Understanding School climate: Definitions “Climate” and/or “culture” and/or “supportive learning environments” and/or “conditions for learning” Group trends School climate: the quality and character of school life. School climate is based on patterns of students', parents' and school personnel's experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. - See more at: http://www.schoolclimate.org/climate/#sthash.lgniJxI7.dpuf A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society. This climate includes: Norms, values and expectations that support people feeling socially, emotionally and physically safe. People are engaged and respected. Students, families and educators work together to develop, live and contribute to a shared school vision. Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning. Each person contributes to the operations of the school and the care of the physical environment. (National School Climate Council, 2007)

8. Understanding School climate: Definitions (cont.) The School Climate Improvement Process: Intentional, strategic, collaborative, transparent and coordinated 1) Collaborative, democratically informed and involving all stakeholders; 2) Psychometrically sound data is used to drive action planning, interventions and program implementation 3) Improvement goals are tailored to the unique needs of students' and the broader school community 4) Capacity building promotes adult learning and PLCs 5) Curriculum, instruction, student supports and interventions are scientifically sound and support prosocial. ecologically informed and strength-based and risk prevention efforts. 6) The improvement process strengthens (a) policies and procedures related to the learning environment, and (b) operational infrastructure to facilitate data collection, effective planning, implementation, evaluation, and sustainability. (National School Climate Council, 2012)

9. School climate: Trends Violence prevention and anti-bullying laws: Nationally and internationally Student drop-out rates and the “high-school to prison pipeline” A growing body of empirical as well as ethnographic research Support and/or endorsement from: Centers for Disease Control and Prevention Institute for Educational Sciences U.S. Department of Education (Safe and Supportive Schools grant program; School Climate Transformation grants; and the School Discipline Consensus Project, co sponsored with the U.S Department of Justice A growing number of State Departments of Education and Districts World Bank, the UN Children’s Fund and a growing number of foreign educational ministries

10. challenges High stakes testing and the culture of “blame” A rush to measurement! Mobilizing the “whole village”: easy to say, difficult to do and time consuming! An educator culture of “blame” Lack of understanding about the school climate improvement process: What are the specific tasks and challenges that need to be addressed?

11. PBIS & School Climate process: Similar and/or different? Overlapping and complimentary efforts: PBIS & School Climate Reform Similarities 1) School wide efforts; 2) Supporting positive change; 3) Supporting student learning; 4) Supporting student-family-educator and community partnerships; 5) Data driven; 6) Appreciate that adult behavior and “adult modeling” matters: and 7) Focused on advancing policies and procedures that support effective practice. Differences 1) Goals; 2) Different data sets; 3) Behaviorally informed model that is focused on student problems vs. a intrinsically grounded motivational model focused on school wide, instructional and one-on-one coordinated efforts; 4) Adult driven vs. community driven; 5) School Climate Reform – grounded in adult learning & PLC’s

12. Resources Policy Guidelines Practice Guidelines and Road Maps Tools: Measurement, Protocols & Rubrics Leadership Development

13. Resources – Policy Guidelines School Climate Standards: www.schoolclimate.org/climate/standards.php www.schoolclimate.org/climate/standards.php School Climate Guide for District Policymakers & Educational Leaders: www.schoolclimate.org/climate/papers-briefs.php www.schoolclimate.org/climate/papers-briefs.php Model District-level Policy and Supports: www.schoolclimate.org/programs/policy-center.php www.schoolclimate.org/programs/policy-center.php

14. Resources – Practice Guidelines School Climate Practice Briefs—Practices for Implementation and Sustainability: www.schoolclimate.org/publications/practice-briefs.php www.schoolclimate.org/publications/practice-briefs.php Road Maps: Stages? Tasks and challenges? Collaborative for Social, Emotional & Academic Learing:casel.org/in-schools/implementation/implementation- guidance/casel.org/in-schools/implementation/implementation- guidance/ Character Education Partnership: www.character.org/more- resources/publications/11-principles/www.character.org/more- resources/publications/11-principles/ National School Climate Center: www.schoolclimate.org/climate/process.php www.schoolclimate.org/climate/process.php School Climate Resource Center: http://scrc.schoolclimate.org/

15. A Five-Stage School Climate Improvement Road Map

16. Tasks and Challenges Stage One: Planning & preparation Creating a representative leadership team Fostering “buy in” or a shared understandings, vision, vocabulary and engagement! Leadership Commitment & Dedicated Planning Team Moving from blame/distrust to a more “no fault”/trusting culture Celebrating success and building on past efforts Reflecting on and learning from Stage one work Stage Two: Evaluation Systematic, scientifically sound social, emotional & civic as well as academic assessment Developing plans to share findings with the whole community Stage Three: Understanding findings and action planning Understanding and Digging Deeper Prioritizing goals Researching instructional and/or school wide improvement programmatic efforts Action Planning: Benchmarks & Timelines Stage Four: Implementing the action plan: Instructional & school-wide efforts Coordinating instructional and/or school-wide improvement efforts with fidelity Promoting adult social, emotional and civic learning Stage Five: Beginning the cycle anew

17. Resources – Tools: Measurement, Protocols & Rubrics Measurement tools: 1) Readiness measures 2) Comprehensive School Climate Surveys 3) Process measures 3) Community Scales: The School-Community Partnership Process 5) Targeted measures (e.g. bully-victim-bystander dynamics) Road Maps, Best Practices, Learning Center, Cases, Connect (social forum) and more: School Climate Resource Center: scrc.schoolclimate.org/development/ scrc.schoolclimate.org/development/

18. Leadership Development: Recognizing and supporting emerging and established leaders National School Climate Leadership Certification: Supporting individuals, teams and schools to lead and achieve school climate reform. www.schoolclimate.org/programs/certification.php www.schoolclimate.org/programs/certification.php Leadership Academy in Character Education: www.characterplus.org/page.asp?page=185

19. Next steps?

20. Thank you!. Jonathan Cohen, Ph.D. President, National School Climate Center: Educating Minds and Hearts Because the Three Rs are Not Enough (www.schoolclimate.org; jonathancohen@schoolclimate.org). jonathancohen@schoolclimate.org Adjunct Professor in Psychology and Education, Teachers College, Columbia University.