Safe and Caring Schools In Vancouver

1. Safe and Caring Schools In Vancouver Lisa Pedrini, Manager, Social Responsibility & Diversity

2. MinistryofEducationResources http://www.bced.gov.bc.ca/sco/resources.htm

3. Mental Health

4. Your thoughts… • What are three significant contributing factors to safe and caring schools in your school district?

5. The Vancouver Context • over 55,000 students K to Grade 12, with 3,000 students participating in Distributed Learning • 90 Elementary Schools and 17 Annexes • 18 Secondary Schools, 24 Alternative Resource Programs, 7 Adult Education Centres • 25% of our students are designated ELL; 60 % of students speak a language other than English at home • 126 languages other than English have been identified in our schools • 7% of students are Special Education Learners • 2,000 self-identified Aboriginal students • Nearly all schools implemented social responsibility school growth goals since 2002

6. Violence Prevention Safe Schools Social Responsibility & Diversity Social and Emotional Learning

8. Some Key Factors • Ongoing commitment – policy, staffing, training/preparedness, systems approach • Social Responsibility and SEL are “Foundational” • Breadth and depth • Attending to the whole continuum of school safety, with an emphasis on prevention • Partnership with UBC • Evidence-based practice • Relationships

9. Core Purpose It is our collective responsibility as a school district to ensure the highest quality learning experiences for all students, with a focus on student engagement, learning and development in a safe, inclusive environment.

10. The Social Responsibility and Diversity Team supports schools in fostering students' social/emotional health and development, safety, and well-being within diverse and inclusive school communities.

11. Social Responsibility & Diversity Staff Team, Learning Services • Manager, Social Responsibility & Diversity • Coordinator, Abuse Prevention • Mentor, Anti-racism &Diversity (.6) • Mentor, Anti-homophobia &Diversity (.6) • Manager, SACY and Substance Abuse Prevention Lisa Pedrini Jan Sippel Angela Brown Stephanie Lofquist Art Steinmann

12. Ministry of Education Requirements Safe, Caring and Orderly Schools Guide(revised 2008) • Guidelines for process and content of the School Codes of Conduct Key items – • Direct reference to the BC Human Rights Code • Acceptable/Unacceptable conduct • Consequences (restorative)

13. The BC Human Rights Code states that two of its purposes are to… • “foster a society in British Columbia in which there are no impediments to full and free participation in economic social political and cultural life of British Columbia” and • “promote a climate of understanding and mutual respect where all are equal in dignity and rights.”

14. Multiculturalism & Anti-Racism Policy The Board of Education Trustees acknowledge & support: • cultural diversity • right to fundamental freedoms and protection • elimination ofdirect and systemic discrimination and racism • promoting educational and employment equity • policies, programs, and servicesof Multicultural and Anti-Racism Education

16. VSB LGBT Policy commits to: • Provide a safe and positive learning environment for LGBT students, employees, and families • Non-tolerance of harassment/discrimination • Employment equity • Staff training and Pro-D • Counselling, student and family support • Reflection in curriculum and resources • Parent and LGBT community involvement • Ask all schools to appoint a “Safe Contact” • Encourage and support GSA’s in high schools

17. Vancouver Pride Parade 2013

18. Preventing Sexism, Racism and Homophobia • Weave it into everydayactivities • Develop students’capacity for critical thinking • Use positiveand inclusive language • Get to know students and colleagues as individuals • Use images to create visually inclusive environments • Initiate activities and opportunities to discuss and learn about the issues • Create a safeatmosphere for students and staff to share their experiences • Build community • Accommodate differences • Connect with the larger community

19. Principals’ Safe Schools Checklist

20. Violent Threat Risk Assessment • BEFORE the episode of violence there are often clear and multiple indicators that a student is moving along a pathway towards violence • Thus, information from staff (and students) is critical to intervention • The Threat Assessment Process is ultimately a preventative process, designed to keep schools safe and access appropriate interventions.

21. Threat Assessment Process The Threat Assessment Team collects factual information, considers the student in several contexts, and determines: • whether the student poses an actual risk to a target or targets (including him/her self); • and if so, what interventions and follow-up response will best de-escalate the situation, and keep everyone safe?

22. Over the last 11 years… Training for School-based Teams: • School Principals and Vice Principals • School Counsellors • VPD School Liaison Officers and members of CART (VCH mental health) • Alternate Program and Adult Ed Centre Head Teachers, YFW’s Others: • Case Managers, BSC’s, CIRT, School Psychologists, Other district staff • Colleagues in MCFD, VACFSS

23. VPD School Liaison Officers Police, VSB partner to teach students about drug-facilitated sexual assaults

24. VSB Response to ERASE Strategy • District Team • Working Group • ERASE Resources for Schools (posters, DVD’s, access to web-based resources, cyberbullying projects) • Connection to the Diversity Initiatives • Links with other groups

25. Bullying, Peer Conflict, Mean Behaviour

26. Partnership with UBC

27. Giant Pink Day Flash Mob • Several schools joined together to create a flash mob at a Giants’ game, promoting acceptance and inclusion. • To see their video go to: https://www.vsb.bc.ca/district-news/david-lloyd-george-and-churchill-lead-way-massive-pink-day-dance

28. Social Responsibility Performance Standards 4 aspects: 1.Contributing to the classroom and school community 2. Solving problems in peaceful ways 3. Valuing diversity and defending human rights 4. Exercising democratic rights and responsibilities

29. VSB District Direction in Social Responsibility The goal recognizes that contributing in the classroom and school community in the areas of volunteering, leading, participating, and cooperating is as important as academic, intellectual, physical, artistic and aesthetic achievement. Social responsibility addresses the overarching goal of developing thoughtful, responsible and active citizens. VSB Accountability Contract, 2002.

30. “Social responsibility – that is, a personal investment in the well-being of others and of the planet – does not just happen. It takes intention, attention, and time.” (Berman & La Farge, 1993, p.5)

31. VSB Social Responsibility Initiative, 2002-2008/09 Key Features: • Staff team approach • Partnership with UBC • SR Partnership Schools • SR & D Focus Days • Social Responsibility Action Network

32. GOAL: All students will demonstrate growth in social/emotional competence within a safe, socially responsible, inclusive school community. BC PERFORMANCE STANDARDS FOR SOCIAL RESPONSIBILITY Contributing to the Classroom and School Community Solving Problems in Peaceful Ways Valuing Diversity and Defending Human Rights Exercising Democratic Rights and Responsibilities

33. Source: Durlak, Weissberg, Dymnicki, Taylor, & Schellinger(2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 474-501. STUDENT GAINS REDUCED RISKS FOR FAILURE Conduct problems Aggressive behavior Emotional distress • Social & Emotional Skills • Improved attitude about self, others, and school • Positive behavior • 11 percentile gain on achievement tests

35. SEL Programs Recommended for Elementary Schools MindUP • Second Step (K – Gr. 5) • Roots of Empathy • FRIENDS (K/1,Gr. 4/5, Gr. 7) • Lets Talk about Touching (K), c.a.r.e. (Gr. 1-3), Kids in the Know (Gr. 4) • Growing Up: A Sexual Health Education Program (Gr. 5-7) • Bullying Prevention • Breaking the Silence

36. Report on the Middle Years Development Instrument (MDI) “…helps us to better understand how we can foster children’s strengths and well-being during the middle childhood years so they can reach their fullest potential.”

37. Vancouver MDI Participants • Grade 4 in January 2010 • Final sample represents 80% of District’s 4th grade student population • Grade 7 in January 2013 – 78% participation rate

38. The MDI Survey • Five Dimensions: • Social and Emotional Development • Connectedness • School Experiences • Physical Health & Well-Being • Constructive Use of Time

39. What you will see on the map…

40. Assets and Socioeconomic Status for Vancouver

41. The Prosocial Classroom: Teacher Social & Emotional Competence and Classroom and Child Outcomes Healthy Teacher/Student Relationships • Teachers’ Social & Emotional Skills & Well Being Healthy Classroom Climate Student Social, emotional & academic outcomes Effective classroom management skills Effective SEL implementation School/Community Context Factors Jennings & Greenberg, 2009

42. “Effective, lasting academic learning and social emotional learning are built on caring relationships and warm but challenging classroom and school environments…” Maurice J. Elias

43. Positive School Climate “Developing meaningful social and emotional connections with students and creating a climate of mutual respect are essential to keeping schools safe. Such a climate encourages all students with information about threats against the school or its students to share the information with a responsible adult.”

44. The presentation ended with a video calling us to educate the heart as well as the mind, produced by the Dalai Lama Center for Peace and Education, and available here: http://dalailamacenter.org