1. Safe and Supportive Schools (School Climate)
What Works…
Essential Components

2. Culture v. Climate
Culture refers to the behavioral norms, assumptions and beliefs of a school
-A School’s Personality
Climate refers to perceptions of persons in the school that reflect those norms, assumptions and beliefs.
-A School’s Mood

3. Leadership Team Decide on and recruit members (training?)
Schedule meetings/time to meet
Assign roles: agenda, student & dashboard data, minutes, communicating with staff
Establish a fixed agenda: e.g., analyze behavior and other data, review action plan
review budget (how much left to spend)
Create effective in-school communication system
Anticipate threats to team effectiveness
Be CHEERLEADERS!

4. WHY a Team? Cooperative planning Whole staff initiative (not top-down,
not bottom-up… represents entire staff)
Shared responsibility
for implementing initiatives
On-going management and support

5. Leadership Team Issues
Member burn out
Turn over (teacher/staff and administrator)
Some carrying all the weight
Removal of a member
Dynamics of team members

6. Discipline Matrix Example

7. Staff Buy-In On All Components
Must understand the WHY of improving climate
Staff meeting to go over draft plan
Share copy of draft plan
Panel presentation by team members
Staff input into steps for achieving goals
Ask for help, e.g., team for each goal
Person to person convincing of fence-sitters
Share data of progress to win over skeptics
Recognize, celebrate successes
Food and T-shirts

8. Staff Buy-In On All Components
Staff meeting to go over plan
Share copy of plan
Panel presentation by team members
Staff input into plans for achieving goals
Ask for help, e.g., team for each goal
Person to person convincing of fence-sitters
Share data of progress to win over skeptics
Recognize, celebrate successes
Food and T-shirts

9. Establish Staff Norms
Identify staff norms that contribute to a positive school climate and reinforce, reward, and hold each other accountable for those behaviors. For example:
high expectations for all students
positive approaches to discipline
no display of anger or sarcasm
model respectful behavior
no bullying or harassment
Agree on hallway behaviors that invite relationships, e.g. smiling, making eye contact, using students’ names, greeting students at the classroom door before and after class.
Safe and Supportive Schools

10. Activity

11. Data Analyzed Regularly
School Climate Survey analyzed annually and reviewed periodically
SWOT, Environmental Scan
Behavior Data reviewed at each team meeting
(frequent referrals – students, behaviors)
Dashboard Data analyzed for patterns
Attendance, Graduation Rate, etc.
Evaluation… did we get the results we wanted?
Data, Not Hunches! – Don’t Make Assumptions!

14. Behavior Expectations Clear to All
What are they and what do they mean?
Communicate to staff and clarify
Present and explain to students (stress priorities)
Teach -- don’t assume! – and re-teach, re-teach, re-teach
Make parents aware of expectations
Prompt parent notification of inappropriate behaviors
Stick to expectations unless major cause for change… but revisit at the end of the year

15. Expectations Consistently Enforced
Consistently enforced? REALLY???? YES!!!!
School wide Classrooms?
Most often a work in progress
Options to move toward greater consistency
Talk about scenarios as a staff
Some choose to observe (and mentor) in pairs
Provide reminders of target areas, behaviors, etc.
“Coach” staff members who don’t conform
Recognize progress using data
Celebrate success

16. What teachers permit, they promote!
Teachers expect students to follow rules in their classrooms. But if teachers permit certain behaviors that do not align with their expectations, they send the message that those behaviors are acceptable.
In other words,
what they are permitting,
they are promoting.
(How to Lead Teachers to Become Great,
by Janet Pilcher and Robin Largue, p. 39)

17. A rule or a suggestion?
If a teacher expects her students to hand in their papers in a certain way but then allows some students to do it differently, she is essentially saying,
“The paper-handing-in rule
is not really a rule, but a suggestion.
Do it if you feel like it.”
(How to Lead Teachers to Become Great,
by Janet Pilcher and Robin Largue, p. 40)
This is a classroom management example.

18. A Caring, Non-Punitive Effort to Shape Behavior
Not all students come to us knowing how to behave
Our job is to support them in their process of growth
To help them learn to make better choices… not to catch and punish them
ATTITUDE is the key!
“Dislike the Behavior – Not the Child”

19. When kids don’t behave, we play the blame game.

20. Who is to blame? The college professor said:
“Such rawness in a student is a shame, lack of preparation in high school is to blame.”

21. Who is to blame? Said the high school teacher:
“Good heavens! That boy’s a fool. The fault of course is with the middle school.” .

22. Who is to blame? The middle school teacher said:
“From stupidity may I be spared. They sent him in so unprepared.”

23. Who is to blame? The elementary teacher huffed:
“Kindergarten blockheads all. They call that preparation-why, it’s worse than none at all.”

24. Who is to blame? The kindergarten teacher said:
“Such lack of training never did I see. What kind of woman must that mother be?

25. Who is to blame? The mother said:
“Poor helpless child. He’s not to blame. His father’s people were all the same.”

26. Who is to blame?
Said the father at the end of the line: “I doubt the rascal’s even mine.”

27. A Caring, Non-Punitive Effort to Shape Behavior
“Competence …is promoted in the context …in which students feel valued, respected, connected to and engaged in learning.”
(WVBOE Policy 4373, Ch. 1, Sec. 2)
At some point, school staff need to have difficult discussions about what they believe about behavior, discipline, punishment, school’s role in teaching values, and in providing mental health supports for students.

28. Consequences Structured to Change Behavior
If the behaviors don’t change, the consequences have not been effective.
Develop a flexible plan of consequences
(increasing severity, greater support, etc.)
Review individual student data at team meeting: if multiple referrals or serious violations, what consequences have been used? results?

31. Sample Consequences
Tardiness – When the bell rings students will be out of the hallway and in their assigned classroom / area.
Teachers have the right to have higher expectations than the school rule.
The teacher’s higher expectation must be discussed with students and requirements posted ahead of time and followed consistently.
1st tardy teacher issues verbal warning, document on log
3rd tardy parent contact, document on log
5th tardy, parent contact to invite parent in for a conference, document on log
6th tardy, referral sent to EHB, 1 day ISS (6 pts)
9th tardy, referral sent to EHB, 1 day ASD (9 pts)
12th tardy, referral sent to EHB, 1 day ASD, Referral made to Discipline Advisory Board (12 pts)
On tardies 2, 4, 7, 8, 10, and 11 remind student of next consequence.

32. Meaningful Incentives
Low or No Cost
The common thread woven through the following examples is time with friends.
a movie
a couple minutes early to lunch or to the buses
dance, music at lunch
early to lunch
“Minute To Win It” stations
sock hop after school
game time (students play their games)
For incentives with a cost, ask for help from your community partner or PTO...

33. School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Interventions
Some students (at-risk)
High efficiency
Rapid response
Individual or Group
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
TEACH
TEACH
Safe and Supportive Schools

34. Support for All Students
Provide
Individualized Intensive Supports
Intervene Early & Provide Focused Youth Development Activities
Build a School-wide Foundation
Provide coordinated, intensive, sustained, culturally competent, individualized, child- and family- driven and focused services and supports that address needs while building assets.
Implement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.
Universal prevention & youth social skill development approaches, caring school climate, positive & proactive approach to discipline, personalized instruction, cultural competence, & strong family involvement.
Safe and Supportive Schools

35. Prevention Strategies
Design a school wide prevention framework to promote student success
Teach and re-teach behaviors: anticipate problem behaviors, school issues
If you want it, teach it!
School-wide themes… some examples:
Rachel’s Challenge
Capturing Kids’ Hearts
Peer Mediation
Natural Helpers
By-Stander Training

36. Prevention Strategies
Character Education: trustworthiness, respect, fairness, responsibility, caring, citizenship
Social and Emotional Learning
“Socially Competent Students are Skilled in Three Core Areas:
Self-awareness and Self-management
Social-awareness and Interpersonal Skills
Decision-making Skills and Responsible Behaviors”
(WVBOE Policy 4373, Ch. 1, Sec. 2)
Use data to decide where to focus

37. What is Social and Emotional Learning?
“…the process through which individuals acquire the knowledge, attitudes and skills they need to
recognize and manage their emotions,
demonstrate caring and concern for others,
establish positive relationships,
make responsible decisions, and
handle challenging situation constructively.”
(WVBOE Policy 4373, Ch. 1, Sec. 2)
This definition focused on what students will learn as a result of Social and Emotional Learning
Wouldn’t the world be a better place?!

38. Ideas for Promoting and Supporting this Objective
Obj. 5— Predict others’ feelings and perspectives in a variety of situations.
Ideas for Promoting and Supporting this Objective
Opportunities to Teach
Opportunities to Practice
Evaluation
Health:
Phys Ed:
Soc Studies:
Guidance:
Advisor:
LS&TT:
Classrooms (all):
Hallways:
Lunchrooms:
Gym:
Assemblies:
Games/Events:
All of the above:
Student self-assessment:
Assessed by the teacher who provided “Opportunity to Learn”:
Assessed by all of the student’s teachers:
Assessed by analysis of data:

39. PREVENTION LEVEL 3 1-5% LEVEL 2 5-10% LEVEL 1 80-90%
Intensive Interventions
Individual students
1-5%
LEVEL 2
Targeted Group Interventions
Some students (at-risk)
5-10%
PREVENTION
This is a representation of a three tiered model, in this instance for behavior. The first tier is interventions for all students in the school, the second for students who need something more to be successful, and the third for the few, in most schools 3-5%, who need more intense interventions because nothing else has worked.
The third tier often requires the support of community groups and agencies with whom the school will develop partnerships informally or with formal agreements.
LEVEL 1
Core Instructional Interventions
All settings, all students
80-90%

40. INTERVENTION LEVEL 3 1-5% LEVEL 2 5-10% LEVEL 1 80-90%
Intensive Interventions
Individual students
INTERVENTION
1-5%
LEVEL 2
Targeted Group Interventions
Some students (at-risk)
5-10%
This is a representation of a three tiered model, in this instance for behavior. The first tier is interventions for all students in the school, the second for students who need something more to be successful, and the third for the few, in most schools 3-5%, who need more intense interventions because nothing else has worked.
The third tier often requires the support of community groups and agencies with whom the school will develop partnerships informally or with formal agreements.
LEVEL 1
Core Instructional Interventions
All settings, all students
80-90%

41. Intervention Strategies
Level 2 Early intervention for at risk students (5-10%) who need something more to be successful. Such as: smokers, bullies/targets/by-standers, students considering suicide Example strategies: tobacco cessation, behavior management plan, check-in/ check-out, anger management skills, by-stander skills, mental health supports

42. Intervention Strategies
Level 3 For a individual students (1%-5%) who need more intense interventions. Examples: Treatment Center, Teen Drug Court, Alternate Education Site -- often requires the support of community groups/ agencies integrated with school supports Team to organize screening and referral

43. “School systems cannot provide
Partnerships
“School systems cannot provide
all of the resources and intervention services to meet the more severe behavioral needs of students For this reason, partnerships with other agencies and organizations are essential…”
(WVBOE Policy 4373, Ch. 3, Sec. 2)
mental health
law enforcement
social services
judicial system
Etc.

44. Alternatives to Suspension
Extended Day
Saturday Academy
School or Community based Service Learning (time = suspension)
In-school Suspension
Planning Center
(get emotional support, “cool off, "resolve conflicts, learn coping/ problem-solving skills, complete school work)
Safe and Supportive Schools

45. Family/Community Support
Provide parents clear information about behavior expectations and consequences for violations
Welcome parents, give them good news about their child from day one
Communicate to parents and community survey results, plans to address them, data on progress
Ask parents and community organizations to do something specific to help

46. How Measure Effectiveness?
By Outcomes…
student attendance
grades
achievement scores
discipline data
promotion and graduation rates
extra curricular participation
teacher, student, staff and parent satisfaction surveys
Safe and Supportive Schools

47. What Schools Must Do WV State Board Policy 4373 Chapter 3
What WV schools have found creates
A Safe and Supportive School Climate
is now policy
for all WV Schools
WV State Board Policy 4373
Chapter 3

48. At a minimum, schools shall:
Establish a
Leadership Team
(may be an existing team)
to manage the design, monitoring and improvement of school climate/culture.
(Ch. 3, Sec. 5)
This is the first of a list of “minimum” components that are delineated on Page 37 of the policy.
Each of these components is provided as a minimum that the school must have in place to provide a Safe and Supportive School
After this list of “minimums”, we will revisit each essential component in more detail

49. At a minimum, schools shall:
Establish
A Process to Gain
School-Wide Input and Commitment
to school climate/culture improvement from students, staff, parents and community
(Ch. 3, Sec. 5)
To improve, all the adults in a school must be on the same page.
Notice that this requires a PROCESS – it does NOT happen all at once or automatically.

50. At a minimum, schools shall:
Develop
School-Wide Priorities
(Ch. 3, Sec. 5)
Based on data that they have collected, the school will establish targets for improvement.

51. At a minimum, schools shall:
Analyze
School Climate/Culture Data
School climate/culture data must be analyzed regularly.
How regularly will vary with the type of data. Discipline data, annual surveys, program evaluation data, etc.

52. At a minimum, schools shall:
Make
Data Driven
Improvement Decisions
based on analysis of consistently tracked student behaviors
Data – Not Guesswork should guide all decision making.

53. At a minimum, schools shall:
Implement
School-wide Plans
… to support and reinforce expected behaviors
Examples might include:
Teaching behaviors
Incentives
Reward assemblies
Positive Role Modeling
Mentors

54. At a minimum, schools shall:
Implement
Programs/Practices
that promote
youth asset development to support
expected student behaviors,
positive education, and
health outcomes
The programs a school adopts and the practices that create its environment must reflect and support the behaviors expected of students, the content of positive education, and the health outcomes being taught.
Positive education refers to the teaching of dispositions covered earlier, positive behavior supports, and interventions all done with a positive approach.
The health outcomes can include physical, social, and emotional health.

55. At a minimum, schools shall:
Implement
comprehensive and effective
Intervention Programs/Practices
that target identified behaviors that are disruptive to the educational process and that place students at higher risk of poor education and health outcomes
Examples of interventions which might be considered:
A plan to address issues like tardies
Programs such as Rachel’s Challenge, Project Eston, Peer Mediation, Positive Behavior Supports, etc.
Therapeutic interventions such as Tobacco Cessation, Suicide Prevention, etc.

56. At a minimum, schools shall:
Develop
Referral Procedures
that are appropriate and reliable
for intensive intervention
that enlist school and community partnerships
For example,
a referral to mental health for a severely depressed student,
a referral to a drug/alcohol counselor for a student in need,
a referral to tobacco cessation specialist available through RESA,
a referral to law enforcement for criminal activity

57. At a minimum, schools shall:
Evaluate
And Revise as Needed
the school climate/culture
improvement process
Schools will develop plans to target their data driven needs for improvement.
The results need to be regularly evaluated and assessed with adjustments made as needed.

58. Change is Slow, Often Subtle!
Changing a school’s climate is a
PROCESS
It happens not in big events, but in small steps implemented strategically, over time
It happens with INDIVIDUALS first,
then institutions
It usually takes 3-5 years

59. Activity 2