1. Hawaii Department of Education Safety & Well-being Toolkit An Orientation December 2009 Aloha & Welcome!

3. Why Safety & Well-being? One of the Departments 3 student priorities Foundational to achieving academic & social success –All students need to feel safe and secure to achieve academic, social, emotional, and physical growth and success. WE are all responsible to support this goal. –Compassionate and rigorous learning and teaching environments

4. Provides Systemic Examination Of school policies, procedures, infrastructures, and data To determine current implementation status regarding: –School safety, –Wellness and –Student behavior.

5. Goal 2: Provide Comprehensive Support For All Students 2.1 Provide a focused and responsive system of supports to strengthen the social, emotional, and physical well-being of all students. 2.1.1 Address student safety, health, and well- being through the effective delivery of comprehensive support services. 2.1.2 Support all students with learning opportunities and assistance personalized to each students needs. 2.1.3 Develop and implement research-based early childhood policies and practices.

6. What is the Safety & Well-being Toolkit? On-line technical assistance guide with –Information, sample worksheets, PowerPoint presentations, handouts, and resource materials –To assist schools in addressing Goal 2: Provide Comprehensive Support of the DOE Strategic Plan Serves a catalyst to pull it together –Is work in progress tool with phased in developments Phase I = SY 2009-2010 Phase II = SY 2010-2011 Phase III = SY 2011-2012

7. Who Should Use This Kit? Complex area superintendents & complex support staff –To provide technical assistance, support & monitoring to schools School administrators, cadres, professional learning communities –To guide action planning for Goal 2 Families & school community councils –To gain understanding of schools integrated approach to promote wellness, safety, & respect

8. By Using This Toolkit... We should see...evidence of enabling activities addressing CSSS, Wellness, & PBIS, Safety & Security in the: –SY 2010-2011 Draft Academic/Financial Plan –SY 2011-2012 Approved Academic/Financial Plan

9. Accountability Measures Comprehensive Student System measures –e.g., Increase no. of students proficient in reading & math, high school graduates, attendance rates, family involvement Youth Risk Behavioral Survey –Multi-year trends Student Behavior –excess Incident multi-year trends

10. Toolkit Content Areas Annual Training for Prevention of Bullying & Harassment Comprehensive Student Support System Schoolwide Positive Behavioral Interventions & Supports School Safety and Security Wellness Guidelines

11. Required School Actions SY 2009-2010 1.View Superintendents Messages 2.Complete School Safety & Security Webcourse 3.Conduct face-to-face for training staff & students on bullying/harassment prevention 4.Continue implementation of Wellness Guidelines 5.Complete Proactive Systems Map for schoolwide positive behavioral supports 6.Review The Heart of Learning & Teaching text

12. Example of Restructuring Application Situation –Restructuring elementary school decided to implement tutoring time for struggling learners during school day. –As a result will have to delete current time allotted to Primary School Adjustment Program Question: Are the identified struggling students emotionally healthy to take the rigor? Decision-making without data examination leads to: –No academic gains, may develop chronic behavioral problems, increase of school absences –Begin to see downward spiraling of students If toolkit used: –Able to examine each component, i.e. CSSS supports, Wellness implementation, student behavior via PBIS and –Make informed and responsible decision-making to need students needs

13. Example of No problem school Situation: We have no student discipline problems in our school. We met AYP. Why do we have to use the toolkit? As a school: –Can the critical features/actions be identified to ensure continued positive growth? –How is the school prepared should the composition of their students and/or community change? –What evidence demonstrates that all is going well? –What community resources/partnerships have we established to support us?