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Key Components of Safe & Successful Schools

Rethinking School Safety: Schools and Communities Working Together Briefing, Rayburn House Office Building December 11, 2013 David Osher, Ph.D. Key Components of Safe & Successful Schools. Academic Focus Support For Students And Faculty To Meet High Academic And Behavioral Standards

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Key Components of Safe & Successful Schools

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  1. Rethinking School Safety: Schools and Communities Working TogetherBriefing, Rayburn House Office BuildingDecember 11, 2013David Osher, Ph.D.

  2. Key Components of Safe & Successful Schools • Academic Focus • Support For Students And Faculty To Meet High Academic And Behavioral Standards • Strong Conditions For Learning And Teaching • Sense Of Efficacy & Accountability For All Students • Effective Collaboration & Coordination Between And Among All Stakeholders • Continuous Quality Improvement (A “Problem Solving Approach”) • 3-level Approach To Promotion, Prevention And Intervention

  3. Schools as Risk & Protective Factors in the Lives of Students

  4. School as a Risk Factor • Alienation • Academic Frustration • Chaotic Transitions • Negative Relationships With Adults And Peers • Teasing, Bullying, Gangs • Poor Adult Role Modeling • Segregation With Antisocial Peers • School-driven Mobility & • Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out

  5. School as a Protective Factor and as a Resilient Context • Connection • Academic Success • Supported Transitions • Positive Relationships With Adults And Peers • Caring Interactions • Social Emotional Learning • Positive Interactions With Pro-social (Not, Anti-social) Peers • Stability • Positive Approaches To Disciplinary Infractions & • Services And Supports

  6. Supporting Conditions for Learning • Connection • Attachment • Trust • Care • Respect • Inclusion Social Emotional Learning & Support • Academic Support • Effective Pedagogy • Engagement • Motivation Positive Behavioral Approaches & Learning Supports

  7. Community School Family Teachers Friends Classroom Student Where to Intervene?

  8. How to Intervene Intervene Early & Provide Focused Youth Development Activities Implement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties. Provide Individualized Intensive Supports Provide coordinated, intensive, sustained, culturally competent, individualized, child- and family- driven and focused services and supports that address needs while building assets. Build a Schoolwide Foundation Universal prevention and youth development approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family involvement.

  9. Example of on District Cleveland • Response to a shooting: “Human Ware” not just Hardware – “safe from the inside out” (Nelba Marquez Greene) • Audit to Drive Systemic Change • Use of Conditions for Learning Survey for Planning, monitoring, and accountability • Universal Social Emotional Learning, K-5 – “to teach resilience” (Nelba Marquez Greene) • Replace In School Suspension with Planning Centers that focus on academic and social emotional learning • Train Security Staff • Student Support Teams • Coordinate District and School Mental Health Supports

  10. Changes in Cleveland’s Attendance & Behavior: 2008–09 to 2010–11 • Attendance rate districtwide  1.5 percentage points • Suspendable behavioral incidents per school  from 233 to 132 • Disobedient/disruptive behavior (132 to 74) • Fighting/violence ( 55 to 36) • Harassment/intimidation ( 13 to 6) • Serious bodily injury ( 13 to 6) • Out-of-school suspensions 59%

  11. Changes in Cleveland’s Conditions for Learning: 2008–09 to 2010–11 • Overall improvement across the district • Schools improving or declining by at least 5 percentage points • Academic Challenge: 26% vs.15%  • Peer Social-Emotional Climate: 33% vs.28%  • Safe and Respectful Climate: 44%  vs. 23%  • Student Support: 59% vs.9% 

  12. Relationships between Conditions for Learning & Ohio Performance Index, Cleveland 2008-2013 • Elementary Schools • 45% of the variability in the Performance Index • Attendance increases prediction to more than 50%. • Middle Schools • 60% of the variability in the Performance Index. • Attendance increases prediction to 67% • High Schools • 65% of the variability in the Performance Index. • Attendance increases prediction to more than 70%.

  13. Where to Look • Safe Schools/ Healthy Students Grants (Ed/HHS/DOJ) • E.g., Austin • Safe and Supportive Schools Grantees (Ed) • E.g., Maryland • Private and District Initiatives • E.g., Collaborating Districts Initiative (NOVO Foundation) • E.g.., Oakland

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