Transcript Slide 1

THANK YOU!
Coordination
-Sally Showalter
Registration – Adrienne Ashford
Posters – Andrea Richards
Web site – Deborah Schneider
Maryann Judkins, Jane Ballesteros, Nina
Daldrup, Katie Mancini, Kathy Bayham
FACILITATORS
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Jane Ballesteros
Dr. Sheri Bauman
Dr. Lynnette Brunderman
Maryann Judkins
David Lynn
Tiffany McGee
Andrea Richards
Cindy Ruich
“The extent to which schools
and communities create stable,
caring, engaging and
welcoming environments is the
extent to which ALL our
children thrive.”
Dr. Robert Blum
Conference Goal
 Share
research findings across
disciplines
 Identify next steps for research
 Identify next steps for scaling up.
Major questions
 What
do we know about the
importance of the school
environment to the healthy growth of
children?
 What
do we need to do to scale up
and put this knowledge into practice?
Process
 Major
presentations
 Panel discussions
 Small group discussions
 Individual notes
Products
 Conference
proceedings
 Series of journal articles/special
issue
 Video tape series
 Pod casts
 Webinars
LEADERSHIP
CURRICULUM
INSTRUCTION
CLIMATE
CHANGE CONDITIONS
CHANGE PEOPLE
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CLIMATE
Immediate feel or
tone
Daily experiences
Quality of interactions
Frequency of
interactions
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CULTURE
Deep foundation that
govern’s school’s
operation
Stable and consistent
Norms, values,
beliefs, traditions and
rituals
Insert photo of book cover
10 Protective Schools Factors
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Vision
Positive culture
Leadership commitment
Strong academic programs
Research-based prevention
Continuum of services
Professional development
Home-School-Community relationships
Funding and resources
Data-based decision making
Vision
What is a vision?
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Commonly held belief system
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Moves in the same direction
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Living document
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Anchor for decision making
Have High,
Supported
Expectations
Provide
Opportunities
for Meaningful
Participation
Teach Life Skills
Bonding
Connectedness
Show Care and
Concern
Establish Clear
and Consistent
Boundaries
15
Leadership
How “leaderful” is
your school?
Strong Academics
Research-based Prevention
Continuum of Behavior Support
*5% of
Students
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INDICATED
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*15% of
Students
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Individualized intervention for specific student needs
Goal: Reduce complications, intensity, severity of current
cases
TARGETED
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*80% of
Students
Target group interventions
Goal: Reduce current cases of problem
behavior
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UNIVERSAL
- School-wide programs for all students,
staff, and settings
 Goal: Reduce new cases of problem
behavior
*Average percentage of students responding to a given level of prevention/intervention.
1/9/2007
Professional Development
Schools must be exciting
learning places for the
adults who work there.
Home-School-Community
Relationship
Types of Family Involvement
 Parenting
 Communicating
 Volunteering
 Learning
at home
 Decision-making
 Collaborating with community
Epstein, 2001
Funding and Resources
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What are funding sources?
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Who is involved in decision making?
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Is spending aligned with vision?
Data Decision Making
Principles of Effectiveness
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Needs assessment
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Setting goals and objectives
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Identifying research-based programs
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Evaluation
US Department of Education
Protective Schools Process
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Commitment
Assessment
 Comprehensive
 Strength-based
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Plan
 Set goals
 Build on strengths
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Action
Monitor
END OF THE SCHOOL YEAR: PRINCIPAL FEEDBACK
Have there been any changes in any of the following that you would attribute to
participation in Tucson LINKS?
AREA FOR IMPROVEMENT
YES
SOME
NO
STAFF PARTICIPATION IN
DECISION-MAKING AT SCHOOL
STAFF INVOLVEMENT IN
PROFESSIONAL DEVELOPMENT
ESTABLISHMENT/IMPROVEMENT
OF SAT-TAT PROCESS
IMPROVED STUDENT
CLASSROOM BEHAVIOR
IMPROVED STUDENT SCHOOL
GROUNDS BEHAVIOR
8
7
3
9
4
5
4
4
9
10
6
2
11
4
3
11
4
3
9
4
5
8
4
6
12
6
0
IMPROVED SAFETY
IMPROVED ACADEMICS FOR
STUDENTS W/GREATEST NEEDS
ACCESS TO BEHAVIORAL HEALTH
SERVICES
IMPROVED SENSE OF BEING A
COMMUNITY
N=18
Testimonials
Another principal in a school that is part of the districts
desegregation plan reported:
LINKS has had a positive impact on the climate/ culture at our
school. This is not to say that we have accomplished every goal
we set out in our Action Plan, but we have identified those areas
that we need to work to improve and LINKS has given us a
framework and guidance to improve. We are working our way
toward our goals. Just knowing that there is a support system
out there to take the lead in helping us plan has been such a
positive addition to the attitudes and climate of our school.
ANNUAL SCHOOL ATTENDANCE
95%
Year Began
LINKS
94%
93%
19992000
20002001
20012002
20022003
SCHOOLS WITH 95%+ ATTENDANCE
1999-2000
2000-2001
2001-2002
2002-2003
8
7
6
11
PERCENT IMPROVEMENT IN STANFORD 9 TEST SCHOOLS, 2002-2004
(GRADES 4 AND 5: TRUE COHORT)
+8
READING
MATHEMATICS
+6
+4
LANGUAGE ARTS
+2
0
FIRST 15 LINKS TUSD SCHOOLS
-2
56 OTHER TUSD ELEMENTARY SCHOOLS
For more
information:
www.protectiveschools.org
www.drugstats.org
www.pbis.org