THANK YOU!

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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

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FACILITATORS

• Jane Ballesteros
• Dr. Sheri Bauman
• Dr. Lynnette Brunderman
• Maryann Judkins
• David Lynn
• Tiffany McGee
• Andrea Richards
• Cindy Ruich

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• 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

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Conference Goal

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

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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?

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Process

• Major presentations
• Panel discussions
• Small group discussions
• Individual notes

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Products

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

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LEADERSHIP
CURRICULUM
INSTRUCTION
CLIMATE
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• CHANGE CONDITIONS
• CHANGE PEOPLE

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• CLIMATE
• Immediate feel or tone
• Daily experiences
• Quality of interactions
• Frequency of interactions

• CULTURE
• Deep foundation that governs schools operation
• Stable and consistent
• Norms, values, beliefs, traditions and rituals

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Insert photo of book cover
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10 Protective Schools Factors

• 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

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Vision

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

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Leadership

• How leaderful is your school?

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Strong Academics
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Research-based Prevention

• Program Types
• Professional wisdom
• Widespread practice
• Expert opinion/best practice
• Theory/research-based
• Evidence-based

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Continuum of Behavior Support

• INDICATED
• Individualized intervention for specific student
  needs
• Goal Reduce complications, intensity, severity
  of current cases

• TARGETED
• Target group interventions
• Goal Reduce current cases of problem behavior

• UNIVERSAL
• - School-wide programs for all students, staff,
  and settings
• Goal Reduce new cases of problem behavior

Average percentage of students responding to a
given level of prevention/intervention.
1/9/2007
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Professional Development

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

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Home-School-Community Relationship

• Types of Family Involvement
• Parenting
• Communicating
• Volunteering
• Learning at home
• Decision-making
• Collaborating with community Epst
  ein, 2001

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Funding and Resources

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

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Data Decision Making

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

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Protective Schools Process

• Commitment
• Assessment
• Comprehensive
• Strength-based
• Plan
• Set goals
• Build on strengths
• Action
• Monitor

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END OF THE SCHOOL YEAR PRINCIPAL FEEDBACK
Have there been any changes in any of the
following that you would attribute to
participation in Tucson LINKS?
N18
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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.

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ANNUAL SCHOOL ATTENDANCE
95
Year Began LINKS
94
93
1999-2000
2000-2001
2001-2002
2002-2003
SCHOOLS WITH 95 ATTENDANCE
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PERCENT IMPROVEMENT IN STANFORD 9 TEST SCHOOLS,
2002-2004 (GRADES 4 AND 5 TRUE COHORT)
LANGUAGE ARTS
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For more information www.protectiveschools.org
www.drugstats.org www.pbis.org