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THANK YOU!

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. Jane Ballesteros Dr. Sheri Bauman Dr. Lynnette Brunderman

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THANK YOU!

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  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

  2. FACILITATORS • Jane Ballesteros • Dr. Sheri Bauman • Dr. Lynnette Brunderman • Maryann Judkins • David Lynn • Tiffany McGee • Andrea Richards • Cindy Ruich

  3. “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

  4. Conference Goal • Share research findings across disciplines • Identify next steps for research • Identify next steps for scaling up.

  5. 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?

  6. Process • Major presentations • Panel discussions • Small group discussions • Individual notes

  7. Products • Conference proceedings • Series of journal articles/special issue • Video tape series • Pod casts • Webinars

  8. LEADERSHIP CURRICULUM INSTRUCTION CLIMATE

  9. CHANGE CONDITIONS CHANGE PEOPLE

  10. CLIMATE Immediate feel or tone Daily experiences Quality of interactions Frequency of interactions CULTURE Deep foundation that govern’s school’s operation Stable and consistent Norms, values, beliefs, traditions and rituals

  11. Insert photo of book cover

  12. 10 Protective Schools Factors • 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

  13. Vision What is a vision? • Commonly held belief system • Moves in the same direction • Living document • Anchor for decision making

  14. 15 Bonding Connectedness

  15. Leadership How “leaderful” is your school?

  16. Strong Academics

  17. Research-based Prevention • Program Types • Professional wisdom • Widespread practice • Expert opinion/best practice • Theory/research-based • Evidence-based

  18. UNIVERSAL - School-wide programs for all students, staff, and settings Goal: Reduce new cases of problem behavior TARGETED Target group interventions Goal: Reduce current cases of problem behavior *5% of Students *15% of Students *80% of Students Continuum of Behavior Support • INDICATED • Individualized intervention for specific student needs • Goal: Reduce complications, intensity, severity of current cases *Average percentage of students responding to a given level of prevention/intervention.1/9/2007

  19. Professional Development Schools must be exciting learning places for the adults who work there.

  20. Home-School-Community Relationship Types of Family Involvement • Parenting • Communicating • Volunteering • Learning at home • Decision-making • Collaborating with communityEpstein, 2001

  21. Funding and Resources • What are funding sources? • Who is involved in decision making? • Is spending aligned with vision?

  22. Data Decision Making Principles of Effectiveness • Needs assessment • Setting goals and objectives • Identifying research-based programs • Evaluation US Department of Education

  23. Protective Schools Process • Commitment • Assessment • Comprehensive • Strength-based • Plan • Set goals • Build on strengths • Action • Monitor

  24. NO AREA FOR IMPROVEMENT SOME YES STAFF PARTICIPATION IN DECISION-MAKING AT SCHOOL 8 7 3 STAFF INVOLVEMENT IN PROFESSIONAL DEVELOPMENT 9 4 5 ESTABLISHMENT/IMPROVEMENT OF SAT-TAT PROCESS 4 4 9 IMPROVED STUDENT CLASSROOM BEHAVIOR 10 6 2 IMPROVED STUDENT SCHOOL GROUNDS BEHAVIOR 11 4 3 11 4 3 IMPROVED SAFETY IMPROVED ACADEMICS FOR STUDENTS W/GREATEST NEEDS 9 4 5 ACCESS TO BEHAVIORAL HEALTH SERVICES 8 4 6 IMPROVED SENSE OF BEING A COMMUNITY 12 6 0 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? N=18

  25. 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.

  26. 1999-2000 2000-2001 2001-2002 2002-2003 8 7 6 11 ANNUAL SCHOOL ATTENDANCE 95% Year Began LINKS 94% 93% 1999-2000 2000-2001 2001-2002 2002-2003 SCHOOLS WITH 95%+ ATTENDANCE

  27. MATHEMATICS READING +8 +6 +4 +2 0 FIRST 15 LINKS TUSD SCHOOLS -2 56 OTHER TUSD ELEMENTARY SCHOOLS PERCENT IMPROVEMENT IN STANFORD 9 TEST SCHOOLS, 2002-2004 (GRADES 4 AND 5: TRUE COHORT) LANGUAGE ARTS

  28. For more information: www.protectiveschools.org www.drugstats.org www.pbis.org

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