Safe and Supportive
Schools – Improving
Conditions for
Learning
Federal Program Directors Spring
Conference
March 9, 2011
Morgantown, WV
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Safe & Supportive
Schools (S3) Program
Absolute Priority
“Improve Conditions For Learning”
Grant Awarded 10-01-10
U.S. Department of Education’s Office of Safe & Drug
Free Schools
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Absolute Priority
Successful grantees will take a
systematic approach to improving
conditions for learning in eligible
schools through improved
measurement systems that assess
conditions for learning, which must
include school safety, and the
implementation of programmatic
interventions that address
problems identified by data.
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WVDE Goals for S3
Program
– Goal 1: Use a Data Driven Planning
Process
– Goal 2: Plan, Implement and Monitor
Appropriate, Evidence-Based
Interventions
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Don Chapman
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Healthy People 2010
U.S. Dept. of Health and Human Services
“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.”
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You must
be Timmy’s
dad. I’m
Timmy’s
teacher!
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Typical Instructional Day?
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WVMPSC Historical Perspective
• 1995 – Statewide Cadre trained in Respect
& Protect using the Tucker County Model
• 2002 – The Stratton Elementary Model
• 2005 – Pocahontas County Model
• 2006 – Partnership with CPD
• 2008 – 45 schools/2 county-wide-• 2009 - 14 schools – GATE
• 2010 - 23 high schools S3 Project
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Goal for WVMPSC
WV schools will have a safe, orderly
environment conducive to learning for all
that promotes good character within a caring
culture.
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•Anti-social conduct
•Bulling/Harassment/intimidation
•Cheating
•False Identification
•Disorderly Conduct
•Insubordination
•Theft
•Forgery/Fraud/Gambling
•Improper operation of a motor vehicle
•Alcohol Possession or use •Violation of School Rules or
•Defacing School Property
policies
•Disobeying a teacher
•Profane language
•Assault/Battery on school employee
•Hazing
•Gang Activity
•Inappropriate displays of affection
•Loitering
•Inappropriate dress & grooming
•Leaving school without permission
•Tardiness
Policy 4373
•Technology abuse
•Felony
•Possession of a controlled
substance
•Possession of a firearm
or deadly weapon
•Sale of a narcotic
drug
•Tobacco
•Trespassing
•Truancy
Student Code
of Conduct
Rachel’s Challenge
Change in class schedule
Expulsion
Before/After School & Weekend
Detention
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In/out of school suspension
Integrating Programs
Dr. Paula Potter (1:25)
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Policy 4373 requires that schools
respond immediately and
consistently to incidents of:
•
•
•
•
•
Harassment
Intimidation
Bullying
Other forms of violence
Or other Student Code of Conduct violations,
i.e. substance abuse, tardiness, truancy,
inappropriate dress, etc.
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Shaping Behavior
Greg Cartwright (0:41)
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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.
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What a Positive School Climate
Looks Like…..
 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.
http://www.colorado.edu/cspv/blueprints/model/chapt/BullyExec.htm
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Raleigh County Schools
Model for Positive School Climate
Miller Hall (1:52)
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IT TAKES A SYSTEM
TO CRACK A SYSTEM
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Positive School Climate
Characteristics
Successful schools make an
accurate assessment of the
existence of violence.
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Positive School Climate
Characteristics
Successful schools use all the
resources in the law
community, including social
service and law enforcement,
and do not rely only on school
officials to deal with the
problem.
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Positive School Climate
Characteristics
Successful programs include
not only anti-violence
strategies but also positive
experiences.
Successful programs create
and communicate clearly
defined behavior codes and
enforce them strictly and
uniformly.
Successful programs prepare
to engage in a long-term
effort.
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Sticks and Carrots
Greg Cartwright (0:41)
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Positive School Climate
Characteristics
 Successful programs
incorporate family services into
community and school
programs.
 Successful programs intervene
early in a child’s life.
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NORMS
•
•
•
•
Student norms
Staff norms
Administrative norms
Parental norms
What are the norms in your school?
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Establishing Norms
Dr. Paula Potter (0:26)
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What Might Be Our Goals in the
Area of Positive School 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).
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“If we as educators keep doing the same things
over and over while getting the same negative
results, then who are the slow learners?”
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What is PREVENTION?
THE PROCESS THAT TEACHES AND
TRAINS PEOPLE TO CHOOSE ACCEPTABLE
BEHAVIOR AND HELPS DEVELOP AN
ATTITUDE OF RESPECT FOR ONESELF AND
OTHERS…
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What is Single School Culture?
• 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
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Culture/Academic Growth
Dr. Paula Potter (0:42)
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Establishing Environmental Control
1. A collective, determined stance against
violence
2. Clear definition of violence is adopted and
communicated to everyone
3. Policies and procedures
4. School-wide rules
5. Adult supervision of the campus
6. Extinguish enabling, entitlement, and
tolerance
7. Prevention and intervention programs
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Piecemeal strategies for eliminating
violence do not work!
The only thing that works is a collective
determined effort by all adults working
together . . . which is the essence of
ENVIRONMENTAL CONTROL
Comprehensive Plan
Mary Jane Vredeveld (1:41)
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Continuum
Shooting someone with a
gun
Hitting & Kicking
Intimidation
Taunting/Ridiculing
Name Calling
Staring/Leering
Gossiping
Eye Rolling
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If prevention is to work, it must be
CONSISTENT. To be consistent, all adults
must agree on the terms.
Herein lies the most difficult part of
intervention and prevention: deciding
which actions merit our stepping in.
Consistency
Valerie Harper (0:31)
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Conflict in Schools
•
Conflict is normal
It can be solved creatively or it can
escalate into violence.
1. Physical violence
2. Non-physical violence
• Language can hurt or help.
“Sticks and Stones”
When left unchallenged by the adults, this
creates a culture that appears to condone bias,
prejudice and violence
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Definition of Violence
• Is any mean word, look, sign, or act that
hurts a person’s body, feelings or things.
• No one is entitled to use violence.
• Violence is not tolerated at our school.
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What is INTERVENTION?
THE PROCESS THAT HELPS PEOPLE BECOME
RESPONSIBLE FOR THEIR BEHAVIOR AND
FOR THE CONSEQUENCES OF THAT
BEHAVIOR…
Four Steps of Intervention:
• Determine level of violence
• Determine action to be taken
• Determine consequences to be given
• Therapeutic interventions
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The Basic Principles of Intervention
• You are not responsible for others, but to
others.
• Every child needs a connector.
• Violence is systemic and requires a
systematic approach that deals effectively
with it over time.
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Behavior Intervention Form
•
•
•
•
•
•
Inappropriate behaviors
Arranged by levels of severity
Includes Responsibility & Character
Immediate teacher actions
WVEIS behavior codes
White/Parent -Yellow/Behavior TeamPink/Staff
• Conduct grades
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Tracking Behavior
Valerie Harper (0:53)
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School Climate Resources
April Haught (2:10)
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Community Support
Valerie Harper (1:33)
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How Will We Assess Progress in the
Area of School Climate?
• Climate surveys
• Reduced conflicts
• Decreases in absentee rate
• Increases in informal positive socialization
• A sense of community is evident
• Reduction and eventually the elimination of all
forms of violence
• Is it starting to look and feel like we imagined
it could be?
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Sustain Climate
“When we adults agree on how to respond to
situations, and when we follow through consistently
over time, the messages are clear and the effects
are galvanizing !”
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First Year Plan
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Definition of Violence
Behavior Identification Form
Consistent classroom management
Core behavior teams
Surveys
Parent notification & involvement
Teaching students before you begin
Developmental guidance/reporting
School wide positive initiative/incentives
Student agendas
Create a Student Team or Club
Build your “tool box” of support services
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Change is slow and is often subtle
 WMPSC is a process and does not occur in big
events, but rather steps which are considered and
implemented, strategically, over time.
 This process usually takes between 3-5 years.
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WVDE Contact
For More Information on the Safe and
Supportive Schools (S3) Program or the
WV Model for Positive School Climate,
contact:
– Don Chapman, Assistant Director, Office
of Healthy Schools, WVDE 304-558-8830
dchapman@access.k12.wv.us
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