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SAS: Resiliency

SAS: Resiliency. December 8, 2009. Build: SAS Resiliency. Clear Standards and Curriculum Frameworks Update Student / School Resiliency and School Climate. School Climate

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SAS: Resiliency

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  1. SAS: Resiliency December 8, 2009

  2. Build: SAS Resiliency • Clear Standards and Curriculum Frameworks • Update • Student / School • Resiliency and School Climate

  3. School Climate • The education community promotes an environment of harmony that recognizes and understands diversity and builds positive citizenship where all members are welcomed, safe, engaged, and supported. • The education community meaningfully and proactively engages its larger community to create and sustain positive school climate. • The education community and its partners provide a nurturing learning environment that specifically promotes the acquisition of social, emotional, behavioral, ethical, and academic competencies. • The education community provides a safe and secure learning environment that promotes health and wellness* (Chapter 12 Standards).

  4. Build: SAS Resiliency • Fair Assessments • School Climate Metrics • Locally Relevant Data • Outcome data including increased graduation and attendance and decreased detentions, suspensions and expulsions. • Improved overall school climate data via school climate surveys.

  5. Build: SAS Resiliency • Instruction • Embedded into materials and resources to maximize effectiveness! • http://www.pdesas.org/Main/Instruction

  6. Build: SAS Resiliency • Materials and Resources • Grade appropriate resources for both student and school level • Professional development geared toward the understanding, implementation, and evaluation of individual and school level ‘wellness’ • Framework for implementing a wide range of programs designed especially for the school setting

  7. Build: SAS Resiliency • Interventions • Identified interventions to promote protective factors with the most at-risk students and school communities differentiated for multiple needs.

  8. Clear Standards Clear Standards Clear Standards Clear Standards Clear Standards Clear Standards Clear Standards Clear Standards Fair Assessments Resiliency Fair Assessments Interventions Instruction School Climate Student Achievement Student Achievement Rituals And Routines Mentoring Materials & Resources Materials & Resources Curriculum Framework Curriculum Framework Protective Factors Protective Factors Instruction

  9. To Realize: High Expectations Meaningful Student Engagement Unconditional Support Strong Results for Students Connectiveness & Bonding Clear & Consistent Boundaries Skills for Life

  10. HIGH EXPECTATIONS To what extent do students believe that any positive goal/ aspiration can be accomplished? To what extent do students encourage themselves and others to do the best possible? To what extent is the curriculum supplemented with art, music, outdoor exploration and projects?

  11. MEANINGFUL STUDENT ENGAGEMENT To what extent do students believe that their voice and choice is heard in classroom/school discussions? To what extent are students empowered on decision-making?

  12. CONNECTIVENESS & BONDING To what extent do students connect to at least one of the caring adults in the school? To what extent are students involved in school activities? To what extent are there caring relationships among staff?

  13. SKILLS FOR LIFE To what extent do students receive ongoing instruction on life-skills appropriate to their developmental level? To what extent have students integrated and practiced assertiveness, refusal skills, healthy conflict resolution, good decision making and problem solving, and healthy stress management?

  14. CLEAR & CONSISTENT BOUNDARIES To what extent do students understand and abide by policies and rules? To what extent do teachers accept no excuses for letting students fail? To what extent is discipline designed to keep students feeling connected?

  15. UNCONDITIONAL SUPPORT To what extent do students feel that the school is a caring place? To what extent do students experience school/ classroom as a community? To what extent are students recognized and rewarded, and their work displayed?

  16. Bringing It All Together How does this relate to what I am doing in classrooms, buildings, districts, everyday? Let’s See!

  17. Alone . . . This work may seem overwhelming Together . . . There is nothing we can’t do!!!

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