Positive School Climate Overview for Teachers & School Staff FACILITATOR S GUIDE

Transcription

1 Positive School Climate Overview for Teachers & School Staff FACILITATOR S GUIDE Goal: To be familiar with strategies used by to increase positive school climate Objectives: By the end of this session, participants will: Be introduced to the theories of Asset Building and Resiliency Understand data trends related to resiliency & school climate Be able to implement at least one new strategy to address positive school climate Materials: Participant Agenda Photocopies of Asset Bingo (handout #1) Photocopies of Search Institute 40 Developmental Assets sheet (handout #2) Photocopies of s Monthly Health Awareness Activities (handout #3) Photocopies of CHKS/YRBS data (handout #4) Photocopies of Resiliency Action Plan (handout #5) Chart paper and/or post it notes I. Play Asset Bingo (5-10 minutes) Distribute Search Institute s Bingo sheet (handout #1) Instructions for the game are at the top of the sheet Give participants 3 minutes to play After the game ask: How could you use this activity in your classroom to build students assets? II. Review Assets Data & Establish Links to Classroom (5-10 minutes) Distribute Search Institute s 40 Developmental Assets Sheet (handout #2) Share the following data: o Since 1989, the Search Institute has surveyed over 2 million youth in the US and Canada to determine the factors that young people need to be healthy adults. o Results show that the more assets youth experience, the more positive and successful their development & academic performance will be. o The fewer number of assets experienced, the greater the possibility that youth will engage in risky behaviors. o The average young person surveyed in the US experiences only 19 of the 40 assets. o 59% of the youth surveyed have 20 or fewer of the 40 Developmental Assets. Distribute copies of s Monthly Health Awareness Activities and point out the Monthly Asset Focus (handout #3) III. Resiliency Data (5-10 minutes) Share: The three Key Resiliency Environmental Protective Factors include: CARING RELATIONSHIPS HIGH EXPECTATIONS MEANINGFUL PARTICIPATION o The key intention of Resiliency includes moving from categorizing youth as at-risk to identifying o that all youth, when experiencing the Environmental Protective factors, have potential. These factors are measured in every two years by the California Healthy Kids Survey (CHKS) Distribute copies of CHKS/YRBS data (handout #4). The top half of the table is TOTAL Assets (home, school, peers); the bottom two rows are SCHOOL data only

2 III. Resiliency Data (continued) Ask: What key trends do you notice? (Possible answers) o Total External Assets drop from Elementary to Middle School o Caring Relationships and High Expectations also drop in Middle and High School o Meaningful Participation is low across the board IV. School Climate Self Reflection & Award Winning Qualities of Teachers (15-20 minutes) Break participants into small groups and give them 8 minutes to discuss the following questions: o Remembering your own experiences as a student, think of a teacher that you felt connected to. What did that teacher do that let you know he/she cared? o What do you notice yourself doing when you feel connected and engaged with your students? o Imagine that your classroom s primary goal was to create a strong, connected community between the students and with you. What would be different? What would be the same? Share: In thousands of teacher of the year nominations, students consistently listed the following teacher qualities. o Good humored and non-threatening; o Easy to talk to and willing to listen; o Fair-not prejudiced or disposed to favoritism; o Able to explain things well; o Consistently looked for ways to make learning fun; o Positive adult relationships; and o Focused on strengths. Ask: What are the characteristics that make a difference with students? How can asset building & resiliency theories affect your work with students? V. Action Plan & Resources (10 minutes) Distribute copies of Action Plan (handout #5) Ask: What are your ideas for increasing Caring Relationships, High Expectations, and Meaningful Participation? What school wide factors can we establish to meet the needs for the healthy development of our students as well as to ensure classroom success? Write participant s ideas down on chart paper. Give participants 5 minutes to complete Action Plan. Ask participants to write one idea on a post-it note and place it where they will see it everyday. Highlight Creating a Positive School Climate Guide. Show school site copy, share location on site and share link to where staff can download their own version. Recommended School Climate Follow Up: Put resources in school staff s boxes to encourage positive school climate o Reproduce sample activities for staff or use as a handout at faculty meetings. These activities can be found in Creating a Positive School Climate Guide, Chapter G: tips for Staff Development. Hold discussions throughout the year with staff to improve school practices o Review & discuss your site s Goal IV of the Academic Site Plan. o Spend a few minutes at a faculty meeting or professional development day to share information and get staff on the same page about building a positive school climate. o Conduct an asset building icebreaker at a staff meeting o Discuss the strengths of your school s behavior management system o Plan a coordinated way to recognize student success.

3 Recommended School Climate Follow Up Continued: Plan school wide activities and events to promote a positive school environment o Utilize activities from the Creating a Positive School Climate Guide including; Chapter B. Creating a Positive School Climate and Chapter F. Health Awareness/Asset Focused Activities. Build school staff wellness o Coordinate staff potlucks, acknowledge success in the classroom, recognize teachers through awards and rewards (e.g. chair massages, lunches, gift cards). Student Support Staff can support implementation of Positive School Climate Activities o Learning Support Professionals, Nurses, Wellness Coordinators, After School Program staff, Health Advocates, Healthy School Team (HST) members and Health Promotion Committee (HPC) members can support with School Climate initiatives. Make sure to meet with the resources at your school to plan a calendar for school-wide events.

4 Positive School Climate Overview for Teachers & School Staff PARTICIPANT AGENDA Goal: To be familiar with strategies used by to increase positive school climate Objectives: By the end of this session, participants will: Be introduced to the theories of Asset Building and Resiliency Understand data trends related to resiliency & school climate Be able to implement at least one new strategy to address positive school climate I. Play Asset Bingo (5-10 minutes) How could you use this activity in your classroom to build students assets? II. Review Assets Data & Establish Links to Classroom (5-10 minutes) 40 Developmental Assets Monthly Health Awareness Activities III. Resiliency Data (5-10 minutes) The three Key Resiliency Environmental Protective Factors include: CARING RELATIONSHIPS HIGH EXPECTATIONS MEANINGFUL PARTICIPATION CHKS/YRBS data - What key trends do you notice? IV. School Climate Self Reflection & Award Winning Qualities of Teachers (15-20 minutes) Discuss the following questions: o Remembering your own experiences as a student, think of a teacher that you felt connected to. What did that teacher do that let you know he/she cared? o What do you notice yourself doing when you feel connected and engaged with your students? o Imagine that your classroom s primary goal was to create a strong, connected community between the students and with you. What would be different? What would be the same? In thousands of teacher of the year nominations, students consistently listed the following teacher qualities. o Good humored and non-threatening; o Easy to talk to and willing to listen; o Fair-not prejudiced or disposed to favoritism; o Able to explain things well; o Consistently looked for ways to make learning fun; o Positive adult relationships; and o Focused on strengths. What are the characteristics that make a difference with students? How can asset building & resiliency theories affect your work with students? V. Action Plan & Resources (10 minutes) Action Plan Post-it notes Creating a Positive School Climate Guide

5 Handout #1: 40 Assets Find Someone Who Bingo Find someone who has accomplished one of the 40 Developmental Assets as indicated in the boxes below. Have them write their name in the box. The goal is to complete at least two rows for Bingo. (Each square represents one of the 40 developmental assets identified by Search Institute.) Has returned money when got incorrect change at a store #29 Honesty Has stood up to pressure to do something unhealthy #35 Resistance skills Has intervened when someone did something wrong in the neighborhood #13 Neighborhood boundaries Is good at finding solutions when problems arise #37 Personal power Has rarely felt bored in school #22 School engagement Often volunteers to serve others #9 Service to others Spent yesterday evening at home with family #29 Time at home Doesn t believe, If it feels good, do it #31 Restraint Has/had teachers who encouraged to always do their best #16 High expectations Remembers Has rules about people s birthdays telling other family members where you are #33 Interpersonal competence #11 Family boundaries Is in the middle of a good book (What is it?) #25 Reading for pleasure Has role models who spend time helping others #14 Adult role models Considers him or herself an optimist (Why?) #40 Positive view of personal future Eats dinner with the Has been laughed at family most evenings for taking an unpopular stand on an issue #1 Family support #28 Integrity Has a regular family meeting at home #2 Positive family communication Can t think of anyone else he/she would rather be #38 Self-esteem Works hard to do best at school or work #21 Achievement motivation Has risen to a challenge because of encouragement from friends #15 Positive peer influence Participated in religious activities during the past week #19 Religious community Has made a major life choice because of a sense of purpose #39 Sense of purpose Thanks young people when they take leadership #7 Community values youth Knows the school policy on violence/bullying #12 School boundaries Remembers an adult who really influenced his or her life (How?) #3 Other adult relationships Volunteers (or her/his parent volunteers) in a school #6 Parent involvement in school Knows the school s cheer or fight song #24 Bonding to school Knows names of at least 10 neighbors #4 Caring neighborhood Participates or volunteers in a community youth program #18 Youth programs Has worked hard to meet a commitment that wasn t enjoyable #30 Responsibility Does or has done homework every school night #23 Homework Does something unique to keep safe #10 Safety Is fluent in two or more languages #34 Cultural competence Enjoys planning big projects #32 Planning and decision making Did or does something to make a school more friendly #5 Caring school climate Has training in conflict resolution #36 Peaceful conflict resolution Has been in a protest march to address a social issue or concern #27 Equality and social justice Has helped find leadership opportunities #8 Youth as resources Plays a musical instrument (Which one?) #17 Creative activities Raises or gives money to help with famine or disaster relief Copyright 2000 by Search Institute, 700 South Third Street, Suite 210, Minneapolis, MN 55415; , ; This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved. #26 Caring

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9 Handout #4: DATA TRENDS Percent of students Scoring High in Assets (%) and CA Results California Healthy Kids Survey 2004/05 Grade 5 Grade 7 Grade 9 Grade 11 Non Traditional CA CA CA CA CA Total External Assets Caring Relationships High Expectations Meaningful Participation School Environment Caring Relationships: Adult in School High Expectations: Adult in School Meaningful Participation Percent of students Scoring High in Assets (%) Results California Healthy Kids Survey 2002/03 & 2004/05 Grade 5 Grade 7 Grade 9 Grade TOTAL = External Assets Caring Relationships High Expectations Meaningful Participation School Environment = Total External Assets Caring Relationships: Adult in School

10 California Healthy Kids Survey (CHKS) External Assets - Background External Assets Since 1991, has implemented the California Healthy Kids Survey. One section of the survey includes the Resilience and Youth Development Module (RYDM), which measures 11 external assets, also known as the developmental supports and opportunities or protective factors. The RYDM asks students their perceptions of each of the three key resiliency protective factors Caring Relationships, High Expectations, and Opportunities for Meaningful Participation in each of the four key environments of school, home, community and peer group. s main focus of environment is the school. Caring Relationships. The RYDM asks students how they perceive caring relationships by asking about the extent to which adults or peers in their lives engage in the following activities: taking interest in, talking with, listening to, helping, noticing and trusting. Examples of questions asked include; At my school, there is a teacher or some other adult who really cares about me; who notices when I m not there; who listens to me when I have something to say. High Expectations. The RYDM asks youth their perceptions of the messages they receive from adults and peers around their ability to follow rules, be a success, do their best, try to do what is right, and do well in school. Examples of questions include; At my school, there is a teacher or some other adult who tells me when I do a good job; who always wants me to do my best; who believes that I will be a success. Meaningful Participation. The RYDM asks youth about their opportunities to make decisions in their families and schools, to do fun and interesting things, and to participate in a way that makes a difference in their families, schools and communities. Examples of questions asked include; At school I do interesting activities; I help decide things like class activities or rules; I do things that make a difference.

11 Handout #5: RESILIENCY ACTION PLAN Name: School: WHAT: How will I work with staff & students to infuse Caring Relationships into my classroom? WHO IS RESPONSIBLE? WHEN WILL THIS BE ACCOMPLISHED? WHAT: How will I work with staff & students to infuse High Expectations into my classroom? WHO IS RESPONSIBLE? WHEN WILL THIS BE ACCOMPLISHED? WHAT: How will I work with staff & students to infuse Meaningful Participation into my classroom? WHO IS RESPONSIBLE? WHEN WILL THIS BE ACCOMPLISHED?