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 Maryann Judkins David Lynn Tiffany McGee Andrea Richards Cindy Ruich

“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

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

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?

Process Major presentations Panel discussions Small group discussions Individual notes

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

CURRICULUM INSTRUCTION CLIMATE LEADERSHIP

CHANGE CONDITIONS CHANGE PEOPLE

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

Insert photo of book cover

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 10 Protective Schools Factors

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

15 Bonding Connectedness

How “leaderful” is your school? Leadership

Strong Academics

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

Continuum of Behavior Support 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 INDICATED  Individualized intervention for specific student needs  Goal: Reduce complications, intensity, severity of current cases *80% of Students *15% of Students *5% of Students *Average percentage of students responding to a given level of prevention/intervention. 1/9/2007

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

Types of Family Involvement  Parenting  Communicating  Volunteering  Learning at home  Decision-making  Collaborating with community Epstein, 2001 Home-School-Community Relationship

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

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

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

Have there been any changes in any of the following that you would attribute to participation in Tucson LINKS? END OF THE SCHOOL YEAR: PRINCIPAL FEEDBACK ACCESS TO BEHAVIORAL HEALTH SERVICES STAFF PARTICIPATION IN DECISION-MAKING AT SCHOOL STAFF INVOLVEMENT IN PROFESSIONAL DEVELOPMENT ESTABLISHMENT/IMPROVEMENT OF SAT-TAT PROCESS IMPROVED STUDENT CLASSROOM BEHAVIOR IMPROVED STUDENT SCHOOL GROUNDS BEHAVIOR IMPROVED SAFETY IMPROVED ACADEMICS FOR STUDENTS W/GREATEST NEEDS IMPROVED SENSE OF BEING A COMMUNITY AREA FOR IMPROVEMENT YES SOME NO N=18

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.

ANNUAL SCHOOL ATTENDANCE % 94% 95% Year Began LINKS SCHOOLS WITH 95%+ ATTENDANCE

PERCENT IMPROVEMENT IN STANFORD 9 TEST SCHOOLS, (GRADES 4 AND 5: TRUE COHORT) LANGUAGE ARTS FIRST 15 LINKS TUSD SCHOOLS 56 OTHER TUSD ELEMENTARY SCHOOLS READING MATHEMATICS

For more information: