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Hawaii Department of Education Safety & Well-being Toolkit

Aloha & Welcome!. Hawaii Department of Education Safety & Well-being Toolkit. An Orientation December 2009. Healthy, Safe,Respectful, & Compassionate. We care about you!. Why Safety & Well-being?. One of the Department’s 3 student priorities

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Hawaii Department of Education Safety & Well-being Toolkit

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  1. Aloha & Welcome! Hawaii Department of EducationSafety & Well-being Toolkit An Orientation December 2009

  2. Healthy, Safe,Respectful, & Compassionate We care about you!

  3. Why Safety & Well-being? • One of the Department’s 3 student priorities • Foundational to achieving academic & social success • All students need to feel safe and secure to achieve academic, social, emotional, and physical growth and success. • WE are all responsible to support this goal. • Compassionate and rigorous learning and teaching environments

  4. Provides Systemic Examination • Of school policies, procedures, infrastructures, and data • To determine current implementation status regarding: • School safety, • Wellness and • Student behavior.

  5. Goal 2: Provide Comprehensive Support For All Students • 2.1 Provide a focused and responsive system of supports to strengthen the social, emotional, and physical well-being of all students. • 2.1.1 Address student safety, health, and well-being through the effective delivery of comprehensive support services. • 2.1.2 Support all students with learning opportunities and assistance personalized to each student’s needs. • 2.1.3 Develop and implement research-based early childhood policies and practices.

  6. What is the Safety & Well-being Toolkit? • On-line technical assistance guide with • Information, sample worksheets, PowerPoint presentations, handouts, and resource materials • To assist schools in addressing Goal 2: Provide Comprehensive Support of the DOE Strategic Plan • Serves a “catalyst” to pull it together • Is work in progress tool with phased in developments • Phase I = SY 2009-2010 • Phase II = SY 2010-2011 • Phase III = SY 2011-2012

  7. Who Should Use This Kit? • Complex area superintendents & complex support staff • To provide technical assistance, support & monitoring to schools • School administrators, cadres, professional learning communities • To guide action planning for Goal 2 • Families & school community councils • To gain understanding of school’s integrated approach to promote wellness, safety, & respect

  8. By Using This Toolkit . . . • We should see . . .evidence of enabling activities addressing CSSS, Wellness, & PBIS, Safety & Security in the: • SY 2010-2011 Draft Academic/Financial Plan • SY 2011-2012 Approved Academic/Financial Plan

  9. Accountability Measures • Comprehensive Student System measures • e.g., Increase no. of students proficient in reading & math, high school graduates, attendance rates, family involvement • Youth Risk Behavioral Survey • Multi-year trends • Student Behavior • excess Incident multi-year trends

  10. Toolkit Content Areas • Annual Training for Prevention of Bullying & Harassment • Comprehensive Student Support System • Schoolwide Positive Behavioral Interventions & Supports • School Safety and Security • Wellness Guidelines

  11. Required School ActionsSY 2009-2010 • View Superintendent’s Messages • Complete “School Safety & Security Webcourse” • Conduct face-to-face for training staff & students on bullying/harassment prevention • Continue implementation of Wellness Guidelines • Complete Proactive Systems Map for schoolwide positive behavioral supports • Review “The Heart of Learning & Teaching” text

  12. Example of Restructuring Application • Situation • Restructuring elementary school decided to implement “tutoring time” for struggling learners during school day. • As a result will have to delete current time allotted to Primary School Adjustment Program • Question: “Are the identified struggling students emotionally healthy to take the rigor?” • Decision-making without data examination leads to: • No academic gains, may develop chronic behavioral problems, increase of school absences • Begin to see downward spiraling of students • If toolkit used: • Able to examine each component, i.e. CSSS supports, Wellness implementation, student behavior via PBIS and • Make informed and responsible decision-making to need students’ needs

  13. Example of “No problem school” • Situation: “We have no student discipline problems in our school. We met AYP. Why do we have to use the toolkit?” • As a school: • Can the critical features/actions be identified to ensure continued positive growth? • How is the school prepared should the composition of their students and/or community change? • What evidence demonstrates that all is going well? • What community resources/partnerships have we established to support us?

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