1. Common Core Standards Fostering a healthy community Please sit with individuals you do not know well

2. Getting into groups In your group Share your name, tell a short (30 second) story about how you got your name, anything else special about your name. What does this have to do with healthy communities? Building safety Building a creative space Building support

3. Challenges we face Demands to cover academic content and promote positive behavior Arizona is in an educational “Perfect Storm” (new evaluation, funding cuts, common core….) Myriad of programs and initiatives to train in and implement Testing “heavy” schedule Deeper, not more narrow, focus with little time to process and reflect What about outside of the classroom? Will good behaviors continue? Teachers are overwhelmed with the new standards, which could cause them to overlook issues between students in the classroom. Teaching students who have different ability levels (i.e., students who are on an IEP) Keeping students on task.

4. What does CCS ask us to do? Numbered heads together: In small group please share 4-5 ideas Go deeper on topics Provide evidence for ideas Building confidence as a thinker

5. What qualities are present in a healthy classroom environment? Students in schools with positive climates -- Have better school attendance and study habits. 19,20 Are more motivated and committed to succeed academically. 20,21 Engage in more cooperative learning. 22 Achieve higher grades, test scores, and subject mastery. 2 (APA, 2013) Put heads together- Round Robin brainstorm

6. How do we use CCS to foster healthy communities? Café discussions 1.Break into table groups 2.Read question and discuss it 1.Remember to provide space for different interaction styles 3.Write down any ideas, no editing of ideas 4.Rotate to next topic 5.Share and discuss: What ideas do we take into our classrooms and schools next week?

7. Our ideas

8. Sharing resources What do you have to share? What are some resources MSI has to offer?

9. Empathy in the classroom Research shows that bullying and school climate are linked to children’s academic achievement, learning and development. (APA, 2013) Empathy linked to 21 st century skills, good citizenship, world peace Empathy: What is it? What is dangerous about it in a classroom? Taking care to not trivialize the victim perspective? Can we ever know and understand? Build and maintain community: Do we pay attention to this?

10. 10 questions to consider When you check out a Bullying Prevention program, what questions do you consider?

11. 10 questions to consider Reputation & Qualifications? Do families/parents participate? How comprehensive is the program? Evidence Based? Theoretically informed and empirically proven? Culturally Relevant? Culturally specific to different groups? Native Americans? How user friendly? Does it offer student leadership roles? Student ownership?

12. Our ideas Age appropriate? Gender appropriate? How is it assessed? Does it allow and provide for follow-up work with bullies? Are there ongoing costs with the program? What traits does it emphasize? Empathy? Resilience? Standing up for oneself? How does it create buy-in from the different constituencies? Is the program based on current and up to date research? Is it fun?

13. Does the program or approach take a holistic or comprehensive approach? Is everyone involved?-- teachers, administrators, students, parents, custodial staff, cafeteria staff, school and non-school personnel, etc.? Does it provide us opportunities to examine the issue ourselves and develop solutions that are particular to our school context and goals? Is it based on an obedience versus responsibility model? (Orpinas & Horne, 2010) Is there an educational component, such as curriculum? Does it foster skill development and cognitions? Does the program help us to figure out how to create a safe and supportive environment? Does it foster a more complex examination of the roles of bully, victim, bystander? if the program has a mechanism in order to check whether or not the changes are actually working. Does it help us to identify or develop a curriculum based component?

14. Does the program or approach take a holistic or comprehensive approach? Is everyone involved?-- teachers, administrators, students, parents, custodial staff, cafeteria staff, school and non-school personnel, etc.? Does it provide us opportunities to examine the issue ourselves and develop solutions that are particular to our school context and goals? Is it based on an obedience versus responsibility model? (Orpinas & Horne, 2010) Is there an educational component, such as curriculum? Does it foster skill development and cognitions? Does the program help us to figure out how to create a safe and supportive environment? Does it foster a more complex examination of the roles of bully, victim, bystander? if the program has a mechanism in order to check whether or not the changes are actually working. Does it help us to identify or develop a curriculum based component?