SAS: Resiliency December 8, 2009

Build: SAS Resiliency Clear Standards and Curriculum Frameworks –Update –Student / School Resiliency and School Climate

RICULUM FRAMEWORK B IG I DEA : Recognizing thoughts, feelings, and perspectives of self and others enables one to cooperate, communicate, and constructively interact with others. C ONCEPT :C OMPETENCY : A Effective Communication includes verbal and nonverbal language used to convey meaning from the sender to the receiver. B.Respecting the attitudes, opinions and beliefs of others even when they differ from personal attitudes, opinions, and beliefs is essential for social growth. C.Cooperating with others within and outside of one’s current social network maximizes opportunities to expand understanding of self and others. D. Self-awareness is the foundation to awareness and acceptance of others. Analyze ways their behavior may affect the feelings of others and adjust accordingly (B, D) Provide support and encouragement to others in need (C) Show respect for other people’s perspectives (B) Employ positive communication and social skills to interact effectively with others (A) Develop constructive relationships (C) Demonstrate the ability to prevent, manage, and resolve interpersonal conflicts in constructive ways (A, C)

School Climate 1.The education community promotes an environment of harmony that recognizes and understands diversity and builds positive citizenship where all members are welcomed, safe, engaged, and supported. 2.The education community meaningfully and proactively engages its larger community to create and sustain positive school climate. 3.The education community and its partners provide a nurturing learning environment that specifically promotes the acquisition of social, emotional, behavioral, ethical, and academic competencies. 4.The education community provides a safe and secure learning environment that promotes health and wellness* (Chapter 12 Standards).

Build: SAS Resiliency Fair Assessments –School Climate Metrics –Locally Relevant Data –Outcome data including increased graduation and attendance and decreased detentions, suspensions and expulsions. –Improved overall school climate data via school climate surveys.

Build: SAS Resiliency Instruction –Embedded into materials and resources to maximize effectiveness! – tionhttp:// tion

Build: SAS Resiliency Materials and Resources –Grade appropriate resources for both student and school level –Professional development geared toward the understanding, implementation, and evaluation of individual and school level ‘wellness’ –Framework for implementing a wide range of programs designed especially for the school setting

Build: SAS Resiliency Interventions –Identified interventions to promote protective factors with the most at-risk students and school communities differentiated for multiple needs.

Student Achievement Fair Assessments Curriculum Framework Instruction Materials & Resources Clear Standards Interventions Mentoring Clear Standards Resiliency Clear Standards School Climate Clear Standards Protective Factors Clear Standards Instruction Rituals And Routines Clear Standards Protective Factors Clear Standards

Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students To Realize:

HIGH EXPECTATIONS  To what extent do students believe that any positive goal/ aspiration can be accomplished?  To what extent do students encourage themselves and others to do the best possible?  To what extent is the curriculum supplemented with art, music, outdoor exploration and projects?

MEANINGFUL STUDENT ENGAGEMENT  To what extent do students believe that their voice and choice is heard in classroom/school discussions?  To what extent are students empowered on decision-making?

CONNECTIVENESS & BONDING  To what extent do students connect to at least one of the caring adults in the school?  To what extent are students involved in school activities?  To what extent are there caring relationships among staff?

SKILLS FOR LIFE  To what extent do students receive ongoing instruction on life-skills appropriate to their developmental level?  To what extent have students integrated and practiced assertiveness, refusal skills, healthy conflict resolution, good decision making and problem solving, and healthy stress management?

CLEAR & CONSISTENT BOUNDARIES  To what extent do students understand and abide by policies and rules?  To what extent do teachers accept no excuses for letting students fail?  To what extent is discipline designed to keep students feeling connected?

UNCONDITIONAL SUPPORT  To what extent do students feel that the school is a caring place?  To what extent do students experience school/ classroom as a community?  To what extent are students recognized and rewarded, and their work displayed?

Bringing It All Together How does this relate to what I am doing in classrooms, buildings, districts, everyday? Let’s See!

Alone... This work may seem overwhelming Together... There is nothing we can’t do!!!