1. West Virginia Office of Healthy Schools
Respect & Protect/SAT Workshop
February 2 & 3

2. How to determine your MOVIE STAR NAME
Write on the name tag provided, your first pet’s name and your mother’s maiden name
That’s your MOVIE STAR NAME

3. JASPER POWELL

4. Why are we here?
Reduce and eventually eliminate disruptive behavior in your schools
Re-examine the importance of your role (as a SAT member) in this process
Develop a process for promoting a system-wide ethos regarding behavior and respect
Ensuring sustainability and expansion
Share ideas with others

5. Excerpt from 2007 State of the State Address
“I also plan to work closely with our state’s teachers on addressing the growing problem of classroom and student bullying. Schools should be places where you enjoy the process of growth and learning; not places of fear and intimidation. For the protection of students, teachers and school service personnel alike, I will do everything possible to make our schools bully-free.”
Governor Joe Manchin III

6. Union to push student discipline
Charleston Gazette Wednesday January 03, 2007
“State teacher’s union plans to propose legislation this year that would help teachers get a better grip on student discipline, providing more state funds for alternative school programs.”

7. “You must be Timmy’s dad. I’m Timmy’s teacher!”

8. “Well, Timmy, it looks like you’ve just earned yourself 10 Minutes in the cage with Mr. Whiskers.”

10. Emphasizes the importance of the Social Climate
characterized by warmth, positive interest, and involvement by adults
firm limits to unacceptable behavior
where non-hostile, nonphysical negative consequences are consistently applied in cases of violations of rules and other unacceptable behaviors
adults act as authorities and positive role models.
Olweus, D., Limber, S. & Mihalic, S.F. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, CO: Center for the Study and Prevention of Violence.
The first three principles represent the antithesis of child-rearing dimensions that research has linked to the development of aggressive reaction patterns: negativism on the part of the primary caretaker, general permissiveness, lack of clear limits, and use of power-assertive methods such as spanking and violent verbal outbursts. The fourth principle encourages adults to emulate an authoritative (not authoritarian) adult-child interaction model in which they take responsibility for the students' total situation, including both academic learning and social relationships in school.

11. Ratting vs. Reporting
“Ratting" occurs when the sole intent is to get another child in trouble.
"Reporting" occurs when the intent is to protect the safety of another child.
Ratting" occurs when a student tells about an inappropriate act with the idea getting another student into trouble with the administration. "Reporting" happens when a student tells to protect the safety of another student. Once students have an understanding of the difference between the two, reporting bullying incidents becomes much less of a social taboo.

12. A child in America… Every 8 seconds a child drops out of school.
Every 47 seconds a child is abused.
Every 67 seconds a teenager has a baby.
Every 7 minutes a child is arrested for a drugs offense.
Every 30 minutes a child is arrested for drunken driving.
Every 36 minutes a child is killed or injured by guns.
Every day 100,000 American children are homeless.
2003 Source Book

13. Healthy People 2010
“Schools have more influence on the lives of youth than any other social institution except the family, and provide a setting in which friendship networks develop, socialization occurs, and norms that govern behavior are developed and reinforced.”

16. Coordinated School Health Programs
Health Education
Addresses all dimensions of health
Develops knowledge, attitudes, and skills
Tailored to each grade level
Motivates students
Community
Health Services
Preventative Services
Education
Emergency Care
Referral
Management of acute and chronic conditions
Develop partnerships among schools, families and community groups. Individuals will share and maximize resources and expertise in addressing the development of healthy children, youth, and their families.
Teacher Wellness
Physical Education
Promotes lifelong physical activity
Develops basic movement skills
Develops physical fitness
Enhances social and emotional ability
Staff Activities:
Assessment
Education
Fitness
School Counseling/
Social Services
Nutrition Services
Cognitive
Emotional
Behavioral
Social Needs
Integration of:
Nutrition Education
Nutritious and appealing meals
Environment that promotes healthy dietary behaviors
Food Safety
Individuals
Groups
Families
School Environment
Provides a safe physical plant, as well as a healthy and supportive environment that fosters learning.
Physical Climate
Emotional Climate
Social Climate

17. Health Education Addresses all dimensions of health
Refusal Skills
Health Education
Addresses all dimensions of health
Develops knowledge, attitudes, and skills
Tailored to each grade level
Motivates students

18. Physical Education Promotes lifelong physical activity
Develops basic movement skills
Develops physical fitness
Enhances social and emotional ability

19. School Health Services
Preventative Services
Education
Emergency Care
Referral
Management of acute & chronic conditions

20. School Nutrition Services
Integration of:
Nutrition Education
Nutritious and appealing meals
Environment that promotes healthy dietary behaviors
Food Safety

21. School Counseling/Social Services
Individuals
Groups
Families
Cognitive
Emotional
Behavioral
Social Needs

22. Healthy School Environment
Provides a safe physical plant, as well as a healthy and supportive environment that fosters learning
Physical Climate
Emotional Climate
Social Climate

23. Teacher/Staff Wellness
Staff Activities:
Assessment
Education
Fitness
staff serves as role models

24. Community
Develop partnerships among schools, families and community groups. Individuals will share and maximize resources and expertise in addressing the development of healthy children, youth, and their families.

25. hat is Single School Culture?W
hat is Single School Culture?
It is not a program but a way of organizing and running a school. It begins with shared norms, beliefs, values, and goals and results in agreed upon processes and procedures that produce consistency in practice.
A Single School Culture results in consistency of both adult and student practices related to:
Behavior
Achievement
Climate

26. What Do We Mean By Climate?
Climate refers to the emotional atmosphere we generate around us; some people refer to climate as the “context” of school.
Climate involves the perception of stakeholders concerning the fairness, openness, friendliness, the ethos of caring, and sense of welcome of the school.
Climate includes the level of orderliness of the school and the degree of satisfaction experienced within its organizational structure.

27. What does Single School Culture for Climate (SSC-A) Look Like in the Whole School?
“Connectedness” to school is encouraged in a myriad of ways.
At-risk does not predetermine the amount of success we can have in working with the student and that which the student can experience.
Students are given valuable roles at school.
Students are made to feel that “I fit in here!”

28. What Are the Adult Processes for SSC-C?
Identify the problematic practices and their impact on staff/student morale, achievement, and participation and what would good practices look like.
Gain staff input and agreement to change practices for a set amount of time.
Establish methods for coaching people who are out of compliance with agreed-upon practice.
Make a long-term plan for establishing campus norms that support the healthy development of children and that will move Level II and Level III students up to Level I. 6

29. Adult Strategies - con’t
Negate Risk Factors
The conditions underlying the problems of alcohol and other drug use, teen pregnancy, delinquency, violence, and school drop-outs
Conditions are not seen as “causal” factors
They are conditions which increase the likelihood of an individual engaging in destructive behaviors

30. Risk Factor Chart
As you can see, there are four domains in a child’s life: Individual/Peer, Family, School, and Community. Within each of these domains there are risk factors.
Many children who experience risk do not succumb to the risk.
Whatever setting you are working in, you can use information to help identify, counter, or eradicate the risk in children’s lives.
Emmy Werner, of the University of California at Davis, did a study on risk that followed 600 Hawaiian children, with four identified risk factors, for 30 years. Of these children, two-thirds turned out to be productive, happy adults. What happened “right” for these children that lessened the effects of so much risk? This leads us to the topic of protective factors.
Note: You may want to reference those domains most pertinent to your audience when giving examples. A common question is, “What do you mean laws or norms favorable toward problem behavior?” An example would be when a community does not enforce loitering laws or adults purchasing cigarettes for minors.

31. Adult Strategies- con’t
Promote Protective Factors
“The personal, social and institutional resources that promote adolescent development or buffer risk factors that might otherwise compromise development (Garmezy & Rutter, 1985)
“The conditions that foster the development of resiliency in youth (Benard)

32. Protective Factor Chart
In addition to these most widely known protective factors, there are others identified by other researchers:
J. David Hawkins
Bonding
Skills/Opportunities
Recognition (of skill use)
Michael Rutter
Four Protective Processes (on page 13 in School Staff Guide to Risk and Resiliency)
These three protective factors – Caring and Support, High Expectations, and Opportunities for Meaningful Participation – become the way we live with and teach children, if we are to foster Resiliency in them. We will talk about these in greater depth in a few minutes.

33. What Does Single School Culture for Climate (SSC-A) Look Like in the Classroom?
Teachers promote the effective resiliency attributes of:
-Social Competence
-Problem Solving
-Autonomy and Independence
-Sense of Purpose and Future

34. What Are the Teacher Strategies for SSC-C
Confidence and competence are nurtured.
Students are encouraged to give a genuine hand to others.
Students believe that listening to them is a priority.
Students know we care about them - we might not like their behavior, but them we like.

35. What Might Be Our Goals in the Area of Climate?
Maintain a community in school that reduces risk factors for students and promotes protective factors.
Maintain a community in school that recognizes and values the contributions of all: staff, students, and parents.
Maintain a context that will move students up the ladder of achievement.
Promote an atmosphere that encourages positive relationships between all stakeholder groups (administration/teacher, teacher/teacher, teacher/student, student/student). 4

36. How Will We Assess Progress in the Area of Climate?
Climate surveys
Reduced conflicts
Decreases in absentee rate
Increases in informal socialization
A sense of community is evident
Movement of Level II and III students up to Level I
Is it starting to look and feel like we imagined it could be? 8

37. Further Evidence Whole School In the Classroom
Creates an inclusive environment
Creates a sense of community that supports, recognizes, and respects differences
Makes students want to come to school and participate
In the Classroom
We understand that we are in the social and emotional development business; not just the academic development business

38. Single School Culture for Climate
In the Classroom (continued)
We understand that students need to have pro-social skills to use as needed at schools and in life. These skills may be:
Problem-solving
Non-violent conflict resolution
Restraint of impulsiveness
Peer refusal skills
We recognize the valuable contribution students can make to their school and home community through:
Service Learning and Community Service
Safe Schools Ambassadors / Mediation
Student Government, Sports, the Arts, Character Education, Mentoring, etc.

39. Nuts & Bolts: The Plan Systemic Approach
Behavior Intervention Forms (BIFs)
Definition of Violence
Consistent Classroom Management System
Teacher Actions
Support Services
SAT Meetings
Referrals
Developmental Guidance
Parent Involvement
Student Agendas/Planners
Conduct Grade
Incentive Program
Alternative School Program
Surveys and Data Collection
Positive Behavior Programs

40. If prevention is to work, it must be consistent
If prevention is to work, it must be consistent. To be consistent, all the adults must agree on terms.
Herein lies the most difficult part of intervention and prevention: deciding which actions merit our stepping in.

41. What is your role? Voice of the School (Re: Behavior) Sparkplug
Facilitator
Consistent/Congruent
Pro Active
Adult Centered PREVENTION
Track Behaviors (BIF)
Analyze and Act (Consistency)

42. When do you intervene as an SAT?
When even a small red flag goes up about a student’s behavior, it’s time for the SAT to take action.