Embed Size (px)
Citation preview
Creating Safe and Supportive Learning Environments
November 7, 2012
Presentation Goals
• Present Ohio School Climate Guidelines
• Align components of school climate with coordinated school health objectives
• Offer approaches for institutionalizing prevention and intervention strategies in Ohio schools.
• School climate – Refers to the “feel” of the school at the
building and classroom levels– Reflects the physical and psychological
aspects of the school – Provides the preconditions necessary for
teaching, learning and coordinated school health activities.
School Climate Defined
Caring School Climate
• Values positive character traits – Respect– Honesty– Determination– Hard work– Healthy
• Values positive interpersonal trait– Helping behaviors– Altruism– Teamwork– Good citizenship– Wellness
• Positive school climate is associated with:– Better academic achievement– Higher rates of school attendance among
students– Higher rates of grade promotion– Lower levels of students receiving
suspensions/expulsions– Healthier and Happier students and
staff
School Climate and Positive Outcomes
• Positive school climate is associated with:– Increased self-image and self-esteem– Lower levels of depression, anxiety, and
loneliness– Students who are less likely to drink alcohol,
smoke tobacco, or use other drugs– Increased engagement and connectedness
among students and teachers– Being physically active
School Climate and Positive Outcomes
School Climate and Healthy People 2020 Goals
• Create social & physical environments that promote good health for all
• Achieve health equity, eliminate disparities, & improve the health of all groups
• Promote quality of life, healthy development & healthy behaviors across all life stages
• Attain high quality, longer lives free of preventable disease, disability, injury, & premature death
Asset-Building to Enhance Climate
• Support– Other adult relationships
• Young person receives support from three or more non-parent adults
– Caring school climate• School provides a caring,
encouraging environment
• Boundaries and Expectations– School boundaries
• School provides clear rules and consequences
– High expectations • Teachers encourage the young
person to do well
• Empowerment– Community values youth
• Young person perceives that adults in the community value youth
– Community that sees youth as resources
• Young people are given useful roles in the community
– A safe environment• Young person feels safe at school
Communities That Value Youth See Them as Resources
• Ways to communicate this to others– Engaging them in
reciprocal dialogue– Involving them in
decision-making processes
– Getting to know them on a personal level
– Giving them a role to play
Components of School Climate
PHYSICAL
Welcoming and Conducive to Learning
SOCIAL
Promotes Communication and
Interaction
AFFECTIVE
Promotes a Sense of Belonging and Self-
Esteem
ACADEMIC
Promotes Learning and Self-Fulfillment
Components of School Climate
PHYSICAL
Welcoming and Conducive to Learning
Physical Environment:Appropriate Number of Students
A child at the front of the classroom at the rural school in Glenarchy near Oakville, July 1946
VS.
Physical Environment:Orderly and Organized
VS.
Physical Environment andExamples of Healthy People
2020 Objectives
Healthy & Safe Physical Environment
• Air quality• Hazardous materials & pesticides• Safe drinking water • Safe Routes to School• Daily Physical Health Activities• Nutritious foods and beverages• Tobacco –free environment• Drug Free Schools• Anti Harassment, Intimidation and Bullying
Physical Environment:Safe and Comfortable Place
VS.
• All students have the right to feel safe• Role of adults = ensure safety at school• Students are better able to learn and thrive
in classrooms with clear:– Rules – Behavioral expectations– Boundaries
Safe Environment with Clear Boundaries and Expectations
SOCIAL
Promotes Communication and
Interaction
Social Environment
Encourage Positive Communication
Foster Positive Relationships
Share Decision-Making Responsibility
Develop Interpersonal Skills
Social Environment and Relationship Building Techniques
• Being Available• Listening• Teaching the Basics• Being Positive• Intervening
• Having Fun• Remembering
Personal Events and Holidays
• Being ‘Real’• Being Respectful
• Associated with:– better social and
behavioral adjustment– better school adjustment– higher levels of internal
motivation– more resilience– active engagement at school– better academic achievement
Positive and Caring Relationships With Other Adults
AFFECTIVE
Promotes a Sense of Belonging and Self-
Esteem
Affective Environment
Reinforcement for Pro-Social, Positive Behaviors
Step #1: Define the behaviors that you would like to see continue
Step #2: Notice the desired behaviors in others
Step #3: Name the specific behavior that you reinforcing
Step #4: Give the reinforcement immediately and enthusiastically (following the behavior)
Types of reinforcements Sensory (listening to music),
Activity (playing a game), Edible (healthy snack), Material (an item), Token (points), Social (smile, praise)
ACADEMIC
Promotes Learning and Self-Fulfillment
Academic Environment
Academic Impact
29
• Students can’t learn if they are not healthy.
• Absenteeism and truancy become barriers to academic achievement for students that aren't healthy.
• Academic and health disparities can be linked to physical, social and emotional health.
Why Do We Care
Higher achievement for
all students
Why Do We Care
Students receive high quality instruction
aligned with academic content
standards
Why Do We Care
Students have the right conditions
and motivation for learning
33
Climate Counts – Risk Matters
Elements of Positive School Climate
Identifying students early on who exhibit warning signs that may lead to violent behaviors
Ensuring students who are identified get help they need
School Climate and Performance Index Score
70
80
90
100
110
120
Lowest Climate Medium Climate Highest Climate
Ave
rag
e P
erf
orm
ance
Ind
ex S
core
School Climate and Graduation Rate
70
75
80
85
90
95
100
Lowest Climate Medium Climate Highest Climate
Ave
rag
e G
rad
ua
tio
n R
ate
ACADEMIC
Promotes Learning and Self-Fulfillment
Academics and Physical Activity
• Higher grade‐point average
• Higher scores on standardized tests
• Increased concentration
• Better memory
• Improved classroom behaviors
• Reduced school dropout rate
• Greater odds of attending college full‐time
Physical Education and Academic Achievement in Elementary School: Data From the Early ChildhoodLongitudinal Study. American Journal of Public Health: April 2008, Vol. 98, No. 4, pp. 721‐727. doi:10.2105/AJPH.2007.117176
A Systems Approach for Creating Safe and Supportive
Learning Environments
Comprehensive System of Learning Supports
Early detection and intervention with students experiencing learning and other problems prevent costly intensive interventions later
Comprehensive System of Learning Supports
Systemic approach for diagnosing academic and non-academic needs
Comprehensive System of Learning Supports
Leadership for Change
Vision
Create enthusiasm and commitment to embrace the common vision
Keys for Success
Community Partnership Assessment
Continuous Improvement Planning – Ohio Improvement Process
Keys for Success
Professional Development
Implementation
Communications and Marketing
Monitor and Evaluate
Keys for Success
Programs and strategies that are effective in reaching process and program outcomes
Keys for SuccessBest Practices
Creating a Supportive Learning Environment
What can we do?
“Breaking the Cycle”
Comprehensive Action Plan!
Collaborate
Linking with Community Services Based on Identified Need
• Michigan State University– University-Community Partnerships
• Best Practice Briefs: School Climate and Learning (No. 31, December 2004)
• Search Institute’s 40 Developmental Assets• Center for School-Based Mental Health Programs at Miami
University
Cricket Meehan, Ph.D.• [email protected]
• Healthy People 2020• www.healthypeople.gov
• Dawn Ayres - Ohio Department of Education
• Laura Rooney - Ohio Department of Health
• Healthy School Leadership Institute
– Lorain City School District
Give Credit, Where Credit Is Due…
SAFE AND SUPPORTIVE LEARNING RESOURCES
education.ohio.gov
Search Key Words: Safe and
Supportive Learning
Ohio’s Anti HIB Initiative:
Includes multiple agencies as resources for the elimination of harassment,
intimidation and bullying in any form.
A Systems Approach for Creating Safe and Supportive
Learning Environments
Continuum.oberlinkconsulting.com
School and CommunityContinuum of Services
School and Community Continuum of Services
Ohio Teachers’ Homeroom
OhioEdDeptohio-department-of-education
Connect with ODE
Questions
Thank you for your time.
Jill Jackson, ConsultantOhio Department of Education
Office for Family and Community [email protected]
