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"Are Youth disengaging?\n- Boredom, identity, school connectedness, academic motivation, sense of belonging, low self-esteem.\n- Socio-economic status.\n- Family dysfunction, mental illness, disability\n- Race, ethnicity, gender\n- Difficulties in literacy/numeracy\n- Relationships with teacher, parents, peers, bullying.\nThe Mission Australia Youth Survey 2019 discovered that the top three personal concerns of young people over the past year include, coping with stress (49%), school or study problems (34%) and mental health (33%). In QLD a considerable factor adding to these issues included Bullying. 80.4% of respondents reported that they had experienced bullying at a School, TAFE or University in the past year.\nThere are significant numbers of young people across Australia who are struggling to fit into everyday schools due to issues associated with bullying, domestic violence, challenging family situations, anxiety, disability, mental health issues, anger management issues and behavioural disorders, boredom, gender and sexuality acceptance.\nAs evidence above, there is a substantial need to provide alternative and safe educational options for young people to ensure a positive outcome in their futures. Arcadia College considers the unique circumstances and individuality of each and every student to provide an educational program that addresses not only academic achievement but prioritises a young person’s overall wellbeing and sets them up for post-school success.\nThe College provides an extensive range of support for students including; experienced teaching staff, teacher aides, wellbeing coordinators, youth workers, nurses and a team of psychologists to provide onsite professional intervention and care as needed.\nIt is our aim to provide an alternative education environment that can support the needs of young people disengaging and with time and understanding begin to turn this trend around."

"The Equality Act covers nine protected characteristics, which cannot be used as a reason to treat people unfairly. Every person has one or more of the protected characteristics, so the act protects everyone against unfair treatment.\nBelow are links to organisations and groups which support the protected characteristics.\nCumbria County Council Equality Links\nPlease visit the links below to other County Council Equality and Diversity links:\nGeneral Equality and Diversity Links\nEquality and Diversity Forum\nA network of national organisations committed to equal opportunities, social justice, good community relations, respect for human rights and an end to discrimination based on age, disability, gender and gender identity, race, religion or belief, and sexual orientation.\nEquality and Human Rights Commission\nStatutory body which promotes and monitors human rights; and to protect, enforce and promote equality across the nine \"protected\" grounds - age, disability, gender, race, religion and belief, pregnancy and maternity, marriage and civil partnership, sexual orientation and gender reassignment.\nLeads on issues relating to women, sexual orientation and transgender equality matters and has responsibility across government for equality strategy and legislation.\nAge UK Information and advice on ageing issues\nCumbria Disability Network\nNetwork which develops links between disability associations ensuring that they reflect all impairment groups.\nDeafVisionA registered charity and the lead organisation for deaf issues and support in Cumbria and Dumfries and Galloway.\nInformation about disability rights.\nEmployers Forum on Disability Employers' Forum on Disability is the world's leading employers' organisation focused on disability as it affects business.\nNationwide Disabled Access Register Accessible venues in Cumbria\nThe Gender Trust The Gender Trust is a UK organisation supporting transsexuals and others suffering from Gender Identity Disorder by promoting public education about transgender issues and providing information to those affected.\nFawcett campaigns for gender equality in the UK, looking at women's rights in issues such as equal pay, pensions, poverty, justice and politics.\nThe Rights of Women\nRights of Women works to attain justice and equality by informing, educating and empowering women on their legal rights.\nNational Charity which provides advice and practical support for single parents.\nMarriage and Civil partnership\nFree guide for gay and lesbian couples in the UK considering a Civil Partnership.\nInformation on getting married or forming a civil partnership, legal obligations, overseas marriages, forced marriages, cohabitation and civil partnerships : your rights\nCumbria Registration Service (Cumbria County Council)\nThe Cumbria Registration Services manages process of registering births and deaths, and the legal preliminaries and conducting of ceremonies for civil marriages and civil Partnership.\nPregnancy and Maternity\nPregnancy and maternity rights in the workplace.\nOrganisation which develops links between Black and Minority Ethnic people of all backgrounds, and engages with faith groups.\nCumbria Multicultural Women's Network\nBrings together women of diverse cultures now living in Cumbria.\nThe Runnymede Trust\nThe UK’s leading independent race equality thinktank which generates intelligence for a multi-ethnic Britain through research, network building, leading debate, and policy engagement.\nReligion or belief\nThe Inter Faith Network\nFounded in 1987 to promote good relations between people of different faiths in the UK.\nBritish Humanist Association\nThe national charity working on behalf of non-religious people who seek to live ethical and fulfilling lives on the basis of reason and humanity.\nSex and sexual orientation\nOutREACH Cumbria Develops links between Lesbian, Gay, Bi-sexual and Transgender people.\nPiNC A youth group based in Carlisle for young people who identify as LGBT or questioning their sexuality\nGroup which promotes equal rights for gay men, lesbians and bisexuals.\nThe Lesbian and Gay Foundation\nContains information for lesbian, gay, bisexual, transsexual and transvestite communities on sexual health, well being, groups and events.\nInformation for trans people, their families and the professionals who care for them.\nExternal websites – In providing these links Cumbria County Council accepts no responsibility for their content."

"This website is designed by a group of young people for young people. We've all experienced domestic abuse and we know there can be a brighter future. We've gathered information and resources to help you understand domestic abuse and get help if you need to. The site has info, facts, stories and even a quiz. Why not have a look for yourself?go to the Safe Hub\nDomestic Abuse Facts\n61 per cent (33,842) of the victims in recorded incidents had previously experienced domestic abuse more\nThe learning Context\nThe Curriculum for Excellence Experiences and Outcomes provide the framework for children’s and young people’s learning in Scotland.The curriculum aims to provide children and young people with skills for learning, skills for life and skills for work through eight curriculum areas:\n- Expressive arts\n- Health and wellbeing\n- Religious and moral education\n- Social studies\nWithin the Health and Wellbeing Experiences and outcomes children and young people have the opportunity to learn about; Mental, emotional, social and physical wellbeing, Planning for choices and changes, Physical education, physical activity and sport, Food and health, Substance misuse and Relationships, sexual health and parenthood. As part of this final section there is an outcome at level four which is about young people knowing about where to get support and help with situations involving abuse and that there are laws which protect them from different kinds of abuse (HWB 3-49b HWB 4-49b). This outcome and others related to Relationships, sexual health and parenthood within the health and wellbeing organiser enables discussions to take place as part of the curriculum on a number of aspects relating to domestic abuse. These can be supported by the many resources which are outlined in the Resources section [link to resources].\nUnder the Equality Act 2010 schools have a number of duties in relation to sex (gender). There are duties in relation to the prevention of direct, and indirect discrimination and discrimination by perception and association. The Equality and Human Rights Commission has developed a Code of Practice for schools on the provisions of the Act. These provisions ensure gender equality in schools, and support the development of an equal and fair ethos and culture in schools, from which domestic abuse can be considered.\nAll Scottish schools have a duty to be health promoting. A school is a health promoting school if it provides activities and an environment and facilities which promote the physical, social, mental and emotional health and wellbeing of pupils. These duties complement the Health and Wellbeing Experiences and Outcomes in Curriculum for Excellence and underpin the delivery of learning and teaching on health and wellbeing issues, for example resilience and mental health and wellbeing which are important in the context of domestic abuse.\nAffected by these issues?\nYou can contact ChildLine about anything. No problem is too big or too small. Whatever your worry it's better out than in.more\nPurchase Respect Packs\nGet your secondary, primary and youth respect packsmore\nOther online resources\nSee the resources section for loads of resources which could help you to know more about domestic abuse.more"

"The DfE have stated the requirement “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nAt Lyng CE Primary School, these values are explicitly taught through Personal, Social, Health Education (PSHE), and Religious Education (RE). We also teach British Values through planning and delivering a broad and balanced curriculum and Values focus within Collective Worship and assemblies. We have achieved the following external accreditations which demonstrate evidence of our commitment to these values:\n- Ofsted grade of ‘Good’\n- School Inspection of Anglican and Methodist Schools (SIAMS) grade of ‘Good’\n- Formulate and agree a set of ‘class rules’ at the beginning of each school year.\n- Organise an election day when members of the School Council are elected by the whole school, following the presentation of election manifestos by each candidate.\n- Elect class representatives to our school council.\n- Have a School Council and Eco-Team who contribute enormously to school life by organising and managing whole-school events. Many of these involve raising money for charities.\n- Allow the children’s voice to be heard. We regularly ask for their views.\n- Ask children to support the interviewing process for new staff.\n- Discuss democracy within assemblies\n- Curriculum Learning ; Democracy workshop / meet a councillor\n- Voting for different purposes- eg Eco team design for new logo\nThe Rule of Law:\nWe promote the rule of law by:\n- Having a clear, consistent behaviour policy (based upon positive rewards) which is consistently applied throughout the school.\n- Providing opportunities for children to reflect about positive and negative behaviour.\n- Providing an extensive Road Safety programme throughout the school.\n- Developing links with the Police Service.\n- Addressing issues of law during whole-school assemblies as and when appropriate.\n- Giving considerable time to individual pupils who require additional opportunities to understand the importance of following rules.\n- Using our extensive reward system to acknowledge good behaviour as well as good academic work.\n- Giving older pupils responsibilities, including older pupils undertaking an Ambassador role\n- Pupils are actively encouraged to make choices at our school, knowing that they are learning within a safe and supportive environment.\n- Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching.\n- Children are encouraged to understand responsibility in school in terms of behaviour and attitude to learning.\n- Justice and Wisdom are given a focus as part of our values curriculum.\n- Home / school agreements for all pupils are in place.\n- Pupils are taught how to be safe and how to act safely. This is given an additional emphasis during anti-bullying week.\nRespect and Responsibility are key values which permeate all aspects of school life at Lyng. They determine the way in which we support and care for each other, for the community and for the environment.\nAt Lyng, children learn respect through;\n- The promotion of positive relationships.\n- The modelling of positive relationships by all adults working in school.\n- A Personal, Social and Health Education curriculum in which children are taught that behaviour has an effect upon those around them and upon their own rights.\n- The RE curriculum.\n- All other aspects of the curriculum (as successfully working in groups requires respect for each other).\n- The work of the school council and eco-team.\n- The positive reward system developed to promote respect.\n- Our celebration assemblies when all pupils show respect for the efforts of others.\n- Giving responsibility to pupils (team captains, playground buddies, peer mediators, etc.)\n- Participation in events organised to raise money for various charities..\n- Developing a sense of belonging and ‘community’ through team events, whole school days, such as Outdoor Day and School Games Day ,educational visits and residential visits\nTolerance of Those of Different Faiths and Beliefs:\nTolerance is promoted in our school through:\n- The stated aims and values of the school.\n- The PSHE curriculum.\n- The RE curriculum.\n- The Languages curriculum.\n- Our annual Languages Week (part of participation in European day of Languages)\n- Cultural activities linked to curriculum topics, visitors\n- Educational visits to places of religious worship.\n- Class and whole school assemblies.\n- Festival study and celebration (Divali, Harvest, etc.)\n- Work on prejudice-based bullying during anti-bullying week.\n- Using world events as opportunities to positively reinforce life and culture in other countries (football world cup, the Olympics, etc.)\n- The school’s equal opportunities policy.\nLink to Ofsted report for our school\nLink to Department for Education Performance Tables"

"COVID-19 Response Plan\nAs you are aware, schools across B.C. have been suspended to students until further notice. These are unprecedented times for our schools and all school boards across the province. All of our staff is working hard to take a thoughtful and responsive approach to plan the continuity of learning for students and services to our families.\nA Caring and Responsive Approach\nCariboo Chilcotin School District recognizes the challenging situation that we currently find ourselves in. We are working hard with our administrators and teachers to build a plan to support the continuity of learning for all students. This plan will include keeping the safety of both students and staff at the forefront and following the lead of Dr. Bonnie Henry on how to achieve this. There will be many questions about how we will be achieving this goal and they will be forthcoming in the following days and weeks.\nIn responding to general questions we are following four guiding principles of the Ministry.\n- Maintain a healthy and safe environment for all students and families and all employees.\n- Provide services to support children of essential workers\n- Support vulnerable students who may need special assistance.\n- Provide continuity of educational opportunities for all students\nQ: What are the School District’s health and safety protocols for protecting employees?\nA: The School District is committed to a healthy and safe environment for all staff and students. To ensure this, additional cleaning protocols have been put in place to ensure work areas are thoroughly sanitized daily and throughout the day. Plans are being developed to ensure that social distancing between staff and students in schools occurs. In order for social distancing to occur, all staff must be aware of their space when interacting with each other.\nQ: The Provincial Health Officer mandated that there shall be no gatherings of greater than 50 people. How does this rule apply to schools?\nA: The PHO’s order is meant to prevent large groups of people from gathering in close quarters with one another. There may be more than 50 students and staff in a school at a given time if they are not all in one area and are actively engaged in social distancing.\nQ: When will learning opportunities be provided for students?\nA: SD 27 will be taking the first week following Spring Break to assess the needs of our students and to work with staff to develop continuity of learning plans. As plans develop at either the District level or the school level they will be shared with staff and students.\nQ: In the term, “essential worker” who is defined?\nA: Although there is no definition for “essential service worker”, the term considers individuals who are considered critical to preserving life, health and societal functioning. This includes emergency responders, front-line health care workers, and critical infrastructure and supply chain (grocery store workers, pharmacists)."

"At NAC, we are intentional and deliberate in equipping our students with social and emotional abilities that will stand each child in good stead for the future.\nWe explicitly teach skills, purposefully model qualities and mindfully nurture our students’ development so that they will become resilient, connected and positive, setting them on a path to success. We call this our whole-school Pastoral Care framework, and we are proud of the way it interplays with our ‘whole child’ learning approach.\nOur approach is backed by evidence\nPositive social and emotional learning programs that are woven into the curriculum are shown to bring about improved academic success, positive attitudes, more trust and respect for teachers, improved participation in class*.\nAt NAC, students are given skills and resources that assist in preventing destructive behaviours, and instead, give them a solid foundation for a successful life. We agree with Professor Arthur Costa, who says we need to prepare students ‘not just for a life of tests but for the test of life.’\nWhat we aim for\nQualities that are present in a successful, resilient and happy person** include:\n- Positive Emotions – such as joy, peace, gratitude, hope and love, shown to trigger an upward spiral.\n- Engagement – becoming fully immersed in a situation, task, or project, experiencing a state of flow.\n- Relationships – having meaningful, positive interactions and friendships with others.\n- Meaning – belonging to and serving something bigger than themselves.\n- Accomplishment – aiming to master a skill or achieve a valuable goal.\nTwo of these qualities, ‘engagement’ and ‘accomplishment’ are part of our ‘whole child’ approach to learning at NAC. The other three are brought out in our ‘whole school’ pastoral care model: the two approaches are complementary and interdependent.\nHow does it work?\nParents may ask how ‘relationships’, ‘meaning’ and ‘positive emotions’ can become interwoven in the curriculum. Our answer is this: in many ways.\nOur structured Homeroom program, which gathers students in multi-age care groups, is where many of our pastoral care activities take place. Homeroom teachers facilitate group-building and individual growth through sessions such as ‘Wellbeing Wednesday’ and ‘Friday Funday’.\nWe intentionally use positive language that becomes part of our school’s narrative. Words have power; the right words form positive culture and expectations and help us to establish our school community in its faith values and celebrate students’ creativity and efforts at all levels.\nPeople who can help\nWe also encourage students, and families to talk to their Year Co-ordinators and homeroom facilitators, as well as the pastoral care staff, counsellor and school psychologist, where needed. However, pastoral care does not only come from these members of staff. Every teacher and support person in the school is trained and encouraged in our pastoral care principles, which are embedded in our learning philosophy.\nStudents who come from a Defence Forces background, or who identify as Aboriginal or Torres Strait Islander have specialised, dedicated advocates and mentors, who are active in their efforts to create a stable, supportive environment for these particular student communities. As well, our Learning Support Staff and School Counsellor (an experienced clinical psychologist) provide extra support for all students.\n* Cross, D, Erceg, E., & Thompson, S. (2014). Evidence for Practice: A Comprehensive Guide to the Implementation of Friendly Schools Plus. Victoria, Australia: Hawker Brownlow Education.\n** According to Dr Martin Seligman’s PERMA Theory"

"Prevention and Intervention Programs Promoting Positive Peer Relations in Early Childhood\n1Carla Kalvin, MS, 1Karen L. Bierman, PhD, 2Stephen A. Erath, PhD\n1Pennsylvania State University, USA; 2Auburn University, USA\nUnder optimal conditions, children learn core social-emotional skills during the preschool years that enable them to establish and maintain their first friendships, get along well as members of their peer communities, and participate effectively in school. Children who are delayed in their acquisition of these social-emotional competencies are at heightened risk for significant peer problems and behavioural difficulties when they enter grade school1 which can escalate to more serious emotional difficulties and antisocial behaviours in adolescence.2 Hence, promoting social-emotional development during the preschool years is a priority.\nEmpirical evidence indicates that several intervention approaches effectively promote social-emotional development and enhance positive peer relations in the preschool years.1,3 Universal (or tier 1) interventions are implemented by preschool teachers and are designed to benefit all children in a classroom. Selective/indicated (or tier 2/3) interventions are implemented by teachers or specialists and focus on remediating skill deficits and reducing the existing problems of children with social-emotional delays or behavioural disturbances. Prevention research suggests that the coordinated nesting of universal and indicated preventive interventions may provide an optimal “continuum” of services, making appropriate levels of support available to children and families who vary in their level of need.4,5\nTo effectively promote positive peer relations, preschool programs need to target the social-emotional skills that are “competence correlates” – skills that are associated with peer acceptance and protect against peer rejection.5 During the preschool years, these skills include: 1) cooperative play skills (taking turns, sharing toys, collaborating in pretend play and responding positively to peers);6 2) language and communication skills (conversing with peers, suggesting and elaborating joint play themes, asking questions and responding to requests for clarification, inviting others to play);7 3) emotional understanding and regulation (identifying the feelings of self and other, regulating affect when excited or upset, inhibiting emotional outbursts and coping with everyday frustrations);8,9 and 4) aggression control and social problem-solving skills (inhibiting reactive aggression, managing conflicts verbally, generating alternative solutions to social problems and negotiating with peers).4,6 A particular goal at this age is to strengthen the self-regulation skills that can help children adapt effectively to the behavioural and social demands of the school setting.10\nDevelopmental research suggests that social-emotional competencies can be taught using explicit coaching strategies that include skill explanations, demonstrations, and practice activities.11 Evidence-based preschool social-emotional learning (SEL) programs provide teachers with lessons, stories, puppets, and activities that introduce social-emotional skills. In addition, positive behavioural management strategies (e.g., the systematic use of instructions, contingent reinforcement, redirection, and limit-setting) have been used effectively to reduce social behaviour problems and foster positive peer interactions. Randomized trials provide evidence of effectiveness for a handful of model preschool SEL and positive behavioural management programs, described below.\nKey Research Questions\nIn general, more randomized, controlled trials are needed to identify model programs to support the positive peer relations of preschool children. In addition, a number of research questions remain regarding the optimal design and focus of interventions to promote social competence for preschool children. What are the relative benefits of universal and selective/indicated early intervention strategies? How might indicated programs be nested within universal programs? What intervention strategies optimize engagement and learning? What environmental arrangements promote generalization of skills to the naturalistic peer context? What is the value of linking social competence promotion programs at school with parent-focused early intervention programs?\nRecent Research Results\nSeveral universal-level SEL curricula have proven effective in randomized trials, demonstrating that the use of explicit coaching strategies at the classroom level can promote preschool social-emotional skill development.1,3 Examples include the I Can Problem Solve” Program (ICPS)12 and Al’s Pals.13 The most well-studied is the Preschool PATHS (Promoting Alternative Thinking Strategies) program. In a first randomized trial, Preschool PATHS increased child emotion skills and promoted teacher and parent ratings of social competence.14 In a second, independent trial, Preschool PATHS was combined with on-line professional development supports, and improved child social competencies (frustration tolerance, assertiveness skills, task orientation, social skills) as rated by teachers.15 In a third trial, when Preschool PATHS was combined with additional intervention components targeting language and literacy skills in the Head Start REDI project, sustained benefits for preschool children included improved learning engagement and social competence after the transition into kindergarten.16\nPrograms that focus on structuring the preschool environment with positive behavioural management strategies also show great promise. For example, in an initial randomized trial, the Incredible Years Teacher Training Program (IY) led to reduced levels of aggressive and disruptive behaviours in preschools serving low-income children.17 In a subsequent study (the Chicago School Readiness Project), IY was supplemented with teacher mental health consultation, and reduced classroom levels of aggressive-disruptive behaviour as well as enhancing learning.18 A recent large-scale U.S. national trial contrasted the effectiveness of Incredible Years and Preschool PATHS in preschools serving low-income children and found that, relative to usual practice, both programs promoted improved social problem-solving skills and social behaviour.19\nAt the selective/indicated level, social competence coaching programs have also proven effective for preschool children with low levels of peer acceptance and social-behavioural problems20 and developmental disabilities.21 For example, in the Resilient Peer Treatment program for socially withdrawn, maltreated preschool children, target children and prosocial peer partners have play sessions guided by an adult coach who scaffolds and reinforces positive social behaviour, thereby increasing collaborative and interactive play.22 These programs suggest that coaching young children in cooperative play and communication skills (e.g. initiating play, asking questions, supporting peers) may have positive effects on their social behaviour, and further suggest that generalization activities in the classroom context (selective reinforcement and environmental engineering of opportunities for peer play) play an important role in promoting improvements in peer acceptance. In addition, the Incredible Years Dinosaur Social Skills and Problem Solving Curriculum has been developed specifically for preschool and early elementary children with aggressive-disruptive conduct problems and associated peer problems, reducing problem behaviours and promoting social problem-solving skills in a randomized trial.23 Individualized behavioural management programs may be particularly beneficial for preschool children with elevated aggressive and disruptive behaviours. For example, the BEST in CLASS intervention combines a classroom-level focus on positive behavioural management with individualized management for at-risk students, demonstrating positive preliminary effects on children’s social behaviour and social skills.24\nThe preschool years represent an ideal time for preventive and educational interventions designed to promote social-emotional development and peer interaction competencies. A number of universal and selective/indicated programs have proven effective in promoting the social-emotional competencies of preschool children, contributing to their peer acceptance and school readiness. These model programs provide evidence that systematic instruction and positive behavioural management can enhance social-emotional development and promote positive peer relations among preschool children.\nEvidence-based approaches to promoting social-emotional competencies and positive peer relations need to be diffused widely into preschools and child-care centres. Additional research is needed to expand and refine available evidence-based programs, as well as to identify optimal supports for high-fidelity implementation, sustained use, and work-force professional development support. Additional research is also needed to identify the role of parent training in social-competence promotion programs for preschool children.\n- McCabe PC, Altamura M. Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools 2011;48(5):513-539.\n- Rubin KH, Bukowski W, Laursen B, eds. Handbook of peer interactions, relationships, and groups. New York: Guilford, 2011.\n- Bierman KL, Motamedi M. Social-emotional programs for preschool children. In Durlak J, eissberg R, Gullotta T, eds. Handbook of Social and Emotional Learning: Research and Practice. New York, NY: Guilford. In press.\n- Webster-Stratton C, Taylor T. Nipping early risk factors in the bud: preventing substance abuse, delinquency, and violence in adolescence through interventions targeted at young children (0-8 years). Prevention Science 2001;2(3):165-192.\n- Bierman KL, Domitrovich C, Darling H. Early prevention initiatives. In J. Roopnarine & J. Johnson, eds. Approaches to early childhood education, 6th Ed. Columbus, OH: Pearson Merrill Prentice Hall; 2012:147–164.\n- Denham SA, Burton R. Social and emotional prevention and intervention programming for preschoolers. New York, NY: Kluwer Academic/Plenum Publishers; 2003.\n- Mendez JL, Fantuzzo J, Cicchetti D. Profiles of social competence among low-income African-American preschool children. Child Development 2002;73(4):1085-1100.\n- Izard CE. Translating emotion theory and research into preventive interventions. Psychological Bulletin. 2002;128:796–824.\n- Youngstrom E, Wolpaw JM, Kogos JL, Schoff K, Ackerman B, Izard C. Interpersonal problem solving in preschool and first grade: Developmental change and ecological validity. Journal of Clinical Child Psychology. 2000;29(4):589-602.\n- Ursache A, Blair C, Raver CC. The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives. 2012;6:122-128.\n- Bierman KL. Peer rejection: Developmental processes and intervention strategies. New York: Guilford; 2004.\n- Shure MB, Spivack G. Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology. 1982;10(3):341-356.\n- Lynch KB, Geller SR, Schmidt MG. Multi-year evaluation of the effectiveness of a resilience-based prevention program for young children. The Journal of Primary Prevention. 2004;24:335–353.\n- Domitrovich CE, Cortes R, Greenberg MT. Improving young children’s social and emotional competence: A randomized trial of the preschool PATHS curriculum. Journal of Primary Prevention. 2007;28:67-91.\n- Hamre BK, Pianta RC, Mashburn AJ, Downer J. Promoting young children’s social competence through the Preschool PATHS Curriculum and My Teaching Partner professional development resources. Early Education and Development. 2012;23:809-832.\n- Bierman KL, Nix RL, Heinrichs BS, Domitrovich CE, Gest SD, Welsh JA, Gill S. Effects of Head Start REDI on children’s outcomes one year later in different kindergarten contexts. Child Development. 2014;85:140-159.\n- Webster-Stratton C, Reid MJ, Hammond M. Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child & Adolescent Psychology. 2001;30:283-302.\n- Raver CC, Jones SM, Li-Grining C, Zhai F, Bub K, Pressler E. CSRP’s impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism. Child Development. 2011;82:362-378.\n- Morris P, Mattera SK, Castells N, Bangser M, Bierman K, Raver C. Impact Findings from the Head Start CARES Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence. OPRE Report 2014-44. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2014.\n- Mize J, Ladd GW. Toward the development of successful social skills training for preschool children. In: Asher SR, Coie JD, eds. Peer rejection in childhood. Cambridge studies in social and emotional development. New York, NY: Cambridge University Press; 1990:338-361.\n- Odom SL, McConnell SR, McEvoy MA, Peterson C, Ostrosky M, Chandler LK, Spicuzza RJ, Skellenger A, Creighton M, Favazza PC. Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education. 1999;19(2):75-91.\n- Fantuzzo J, Manz P, Atkins M, Meyers R. Peer-mediated treatment of socially withdrawn maltreated preschool children: Cultivating natural community resources. Journal of Clinical Child and Adolescent Psychology, 2005;34(2):320-325.\n- Webster-Stratton C, Reid J, Hammond M. Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines. 2001;42(7):943-952.\n- Vo AK, Sutherland KS, Conroy MA. Best in class: A classroom‐based model for ameliorating problem behavior in early childhood settings. Psychology in the Schools, 2012;49(5),402-415.\nHow to cite this article:\nKalvin C, Bierman KL, Erath SA. Prevention and Intervention Programs Promoting Positive Peer Relations in Early Childhood. In: Tremblay RE, Boivin M, Peters RDeV, eds. Boivin M, topic ed. Encyclopedia on Early Childhood Development [online]. http://www.child-encyclopedia.com/peer-relations/according-experts/prevention-and-intervention-programs-promoting-positive-peer. Updated April 2015. Accessed June 18, 2018."

"The Ready, Set, Play! Social Enrichment Program is based on the I Learn Through Play™ curriculum developed by Shirley Aninias. I Learn Through Play™ is designed to teach play skills in a group setting by providing visual tools that support the foundation of play and social skills, repetition, reinforcement, frequent opportunities to practice specific skills and multiple opportunities to generalize skills. We believe that social skills instruction needs to be guided in a systematic hierarchy at an early age in order to establish a foundation for them to build upon. The program is also tailored to enhance a child’s cognitive, social/emotional and communication skills by incorporating a fun multi-sensory approach to learning.\nIn our experience some programs do not concentrate on teaching and developing group play skills. They expect them to learn it incidentally. As a result, when children are presented with an opportunity to engage in a group activities they exhibit difficulties participating appropriately spontaneously. This is often due to a lack of exposure to structured group play. Our experience shows that with an educational plan tailored to the child’s needs, they can learn the skills necessary to participate in group play without reservation. Group play is a highly effective way for children to learn and master social skills.\n- Visuals tools that support the foundation of play and social skills\n- Repetition, reinforcement and consistency to acquire the skills\n- Frequent opportunities to practice specific skills\n- Multiple opportunities to generalize skills\nThe I Learn Though Play™ social curriculum is tailored to improve the following areas:\n- Eye contact\n- Responding to name\n- Following directions\n- Increase affect\n- Joining in/Initiating play\n- Sharing an experience about what she/he sees or likes\n- Sharing/turn taking\n- Navigating social situations\n- Negotiating a peer conflict/compromising\n- Sense of proximity when speaking\n- Interacting with others\n- Monitoring own behavior\n- Acknowledging and responding to others\n- Sustaining on topic\n- Appropriate volume\n- Improving frustration tolerance\n- Coping with changes in routine\n- Spatial awareness\n- Using emotions to effectively communicate needs appropriately\n- Negotiating a peer conflict\n- Reacting appropriately to others when things do not go their way\n- Understanding non-verbal cues\n- Facial expressions\n- Body language\n- Using and understanding emotions\n- Showing compassion\n- Recognizing friendships\n- Sustaining friends\n- There are 8 students, 1 teacher and 2 assistants in each class.\n- The Social Enrichment Program is comprised of 1 senior special education teacher, and 2 assistants.\n- Special Education Itinerant Teacher (SEIT’s) and special instructors, and other related outside service providers are welcome to “push in” their services (hours must be approved by the director.)\n- We follow the Léman Manhattan Preparatory School calendar.\n- Parent training and collaboration with your child’s providers is an important component of our program. (It is highly recommended that we work together to ensure your child reaches his or her fullest potential).\n- Children usually first acquire the target social skills at Ready, Set, Play! Once they have learned specific skills it is important that it is generalized in other settings, with other people, and in different contexts.\n- For these skills to carryover, it is imperative that all the providers on the team coordinate to ensure that the learned skills are generalized across settings."

"Pragmatics and Social Skills\nAt the Fremantle LDC it is recognised that children with DLD typically experience difficulty in developing age appropriate play and socialisation skills due to their language disorder.\nAs play and social skills are such a vital area to both the successful language and general development of the child, the Fremantle LDC has developed specific play and social skills assessment processes and programs that teach strategies and skills in identified areas of need.\nThe Fun Friends Program is implemented in all year 1 and 2 classes and the Friends for Life Program is implemented across year 3 classes. These programs have shown to help children develop emotionally and socially and teach emotional resilience through a variety of practical and useful strategies.\nThe Friends for Life program is specifically targeted at the LDC speech and language impaired year 3 students as they prepare to return to their home school. This is often an anxious time for students who can find it difficult to communicate and express their fears.\nThrough this program of weekly lessons, children learn to deal with anxieties, are presented with interactive social skills and are helped to identify appropriate role models and peer support networks.\nTwo parent workshops are provided at each site so parents can support and encourage their child during the transition to the new school.\nA whole school focus on Values and the language of Virtues is implemented as an effective program to support the development of resilience.\nTeachers assess and program for students’ Play and Social Skills using the assessment and planning documents, anecdotal notes, checklists and observations in a range of classroom and social environments.\nThe language of emotions is explicity taught along with the social skills strategies outlined in Connect for Kids Programs. Parent workshops and information sessions are provided to develop their awareness and understanding of the impact of speech and language difficulties on social skill development.\nThe Fremantle LDC has a strong NO Bullying Policy that incorporates the strategies taught in the social skills programs.\nJoint Action Routines\nThe FLDC use Joint Action Routines to support students in the early years to develop the skills of social play with their peers. A Joint Action Routine is a powerful teaching tool for children with communication disorders. The term describes a play routine in which two or more children (child/adult, child/child) engage in a meaningful activity together wherein communication patterns are taught and rehearsed. The routines are:\n- generally based on familiar experiences such as going shopping, visiting the doctor, getting ready for school, having lunch at a café or buying a pet.\n- there is an expectation that each partner will participate in specified actions and communicative responses within a logical sequence based on a unifying theme.\n- the routines must require participants to interact and negotiate within the context provided. They generally involve two settings which require the participants to move between scenarios.\n- scripts are designed to provide opportunities for turn taking and allow for planned repetition and builds on strengths and skills gained in previous scenarios.\n- ultimately the children are encouraged to transfer their developing play skills to other scenarios and to generalise across different play environments.\nIn 2012, Fremantle LDC began the implementation of KidsMatter Primary, a mental health and wellbeing framework proven to make a positive difference to the lives of Australian children. KidsMatter Primary provides the methods, tools and support to help schools work with parents and carers, health services and the wider community to nurture happy, balanced kids.\nThrough KidsMatter Primary, schools undertake a two to three year cyclical process in which they plan and take action to be a positive community – one that is founded on respectful relationships and a sense of belonging and inclusion, and that promotes:\n- social and emotional learning (including evidence-based social and emotional learning programs)\n- working authentically with parents, carers and families\n- Support for students who may be experiencing mental health difficulties\nFollowing an introductory session outlining the programme, a KidsMatter Action Team was formed that includes staff from all three sites as well as our school chaplain and a parent representative. The Action Team attended two days of Professional Development, to provide them with the tools and skills to provide ongoing professional development on the KidsMatter framework to all staff within the school. Component 1 covers the importance of building a Positive School Community through:\n- developing a sense of Belonging and Connectedness in families, students and staff.\n- ensuring Collaboration occurs between families, students and staff and,\n- enhancing Inclusivity of all families, students and staff.\nInformation gathered from staff and families will be used to create a Mental Health Map of our school as well as an Action Plan to address any identified areas of need and support areas of strength. It is planned that the school will continue to implement the other components over the next three years."

"Pragmatics and Social Skills\nAt the Fremantle LDC it is recognised that children with DLD typically experience difficulty in developing age appropriate play and socialisation skills due to their language disorder.\nAs play and social skills are such a vital area to both the successful language and general development of the child, the Fremantle LDC has developed specific play and social skills assessment processes and programs that teach strategies and skills in identified areas of need.\nThe Fun Friends Program is implemented in all year 1 and 2 classes and the Friends for Life Program is implemented across year 3 classes. These programs have shown to help children develop emotionally and socially and teach emotional resilience through a variety of practical and useful strategies.\nThe Friends for Life program is specifically targeted at the LDC speech and language impaired year 3 students as they prepare to return to their home school. This is often an anxious time for students who can find it difficult to communicate and express their fears.\nThrough this program of weekly lessons, children learn to deal with anxieties, are presented with interactive social skills and are helped to identify appropriate role models and peer support networks.\nTwo parent workshops are provided at each site so parents can support and encourage their child during the transition to the new school.\nA whole school focus on Values and the language of Virtues is implemented as an effective program to support the development of resilience.\nTeachers assess and program for students’ Play and Social Skills using the assessment and planning documents, anecdotal notes, checklists and observations in a range of classroom and social environments.\nThe language of emotions is explicity taught along with the social skills strategies outlined in Connect for Kids Programs. Parent workshops and information sessions are provided to develop their awareness and understanding of the impact of speech and language difficulties on social skill development.\nThe Fremantle LDC has a strong NO Bullying Policy that incorporates the strategies taught in the social skills programs.\nJoint Action Routines\nThe FLDC use Joint Action Routines to support students in the early years to develop the skills of social play with their peers. A Joint Action Routine is a powerful teaching tool for children with communication disorders. The term describes a play routine in which two or more children (child/adult, child/child) engage in a meaningful activity together wherein communication patterns are taught and rehearsed. The routines are:\n- generally based on familiar experiences such as going shopping, visiting the doctor, getting ready for school, having lunch at a café or buying a pet.\n- there is an expectation that each partner will participate in specified actions and communicative responses within a logical sequence based on a unifying theme.\n- the routines must require participants to interact and negotiate within the context provided. They generally involve two settings which require the participants to move between scenarios.\n- scripts are designed to provide opportunities for turn taking and allow for planned repetition and builds on strengths and skills gained in previous scenarios.\n- ultimately the children are encouraged to transfer their developing play skills to other scenarios and to generalise across different play environments.\nIn 2012, Fremantle LDC began the implementation of KidsMatter Primary, a mental health and wellbeing framework proven to make a positive difference to the lives of Australian children. KidsMatter Primary provides the methods, tools and support to help schools work with parents and carers, health services and the wider community to nurture happy, balanced kids.\nThrough KidsMatter Primary, schools undertake a two to three year cyclical process in which they plan and take action to be a positive community – one that is founded on respectful relationships and a sense of belonging and inclusion, and that promotes:\n- social and emotional learning (including evidence-based social and emotional learning programs)\n- working authentically with parents, carers and families\n- Support for students who may be experiencing mental health difficulties\nFollowing an introductory session outlining the programme, a KidsMatter Action Team was formed that includes staff from all three sites as well as our school chaplain and a parent representative. The Action Team attended two days of Professional Development, to provide them with the tools and skills to provide ongoing professional development on the KidsMatter framework to all staff within the school. Component 1 covers the importance of building a Positive School Community through:\n- developing a sense of Belonging and Connectedness in families, students and staff.\n- ensuring Collaboration occurs between families, students and staff and,\n- enhancing Inclusivity of all families, students and staff.\nInformation gathered from staff and families will be used to create a Mental Health Map of our school as well as an Action Plan to address any identified areas of need and support areas of strength. It is planned that the school will continue to implement the other components over the next three years."

"Social Emotional Learning\nSocial Emotional Learning (SEL)\nFerndale Schools, like our communities, are diverse. When we interview alumni, the most frequently cited aspect of their education that helped them succeed is the range of human experiences and perspectives among their peers. Our students are multicultural and multilingual, coming from diverse social and economic backgrounds. This is increasingly representative of the real world. Serving this diverse student body means adapting our educational model to a spectrum of students with different ways of engaging in learning, different levels of academic performance, and different motivations for behaving positively. One of the most useful tools we have developed for overcoming these challenges is our Social and Emotional Learning (SEL) framework. SEL provides a foundation for safe and positive learning, and enhances every student’s ability to succeed in school, in a career, and in life.\nContinue Reading about Ferndale SEL...\nSEL is rooted in our ‘whole child’ philosophy. What does it mean to educate the whole child? It starts with recognizing that learning is about more than reading, writing, and arith-metic. Ferndale Schools teachers and administrators are dedicated to educating and nurturing the entire child so each student grows into a purposeful, lifelong learner. Our talented educators have developed a guiding framework that is integrated into the classroom every day. This framework teaches social and emotional development skills and the benefits are clear: academic achievement increases, students feel more confident, and teachers have more time to teach.\nOur K-5 Social and Emotional Learning (SEL) framework teaches children to acknowledge, understand, and regulate their emotions so that they know how to respond to life’s daily ups and downs. Each student learns that every brain has both an ‘emotional’ and a ‘thinking’ response to challenges and problems. They learn how their emotions trigger their brain to work before they are in control. Then, they are taught skills to manage these emotions, including how to set achievable goals and how to show empathy for themselves and others. This helps them to build supportive relationships and make responsible decisions. And the curriculum is spiraling, meaning that the different aspects are reinforced through circular repetition. As each student begins to better understand and integrate the principles and procedures, they are presented with new opportunities to use those skills and to teach their classmates how to use them as well. K-5 teachers at our upper and lower elementary schools use the SEL framework to guide their classroom through techniques and activities that strengthen student relationships and behavior. The result is a stronger sense of community and a place where all children can and want to learn.\nSocialization and relationship building continue to be key areas of children’s lives as they transition into adolescence. At the secondary level, we have designed a curriculum to support this stage of development, including Impact Hour. Impact Hour is a daily class in which students learn ‘soft skills.’ Soft skills are those desirable qualities that apply across a variety of jobs and life situations—traits such as integrity, communication, courtesy, responsibility, professionalism, flexibility, and teamwork. In order to support college or career readiness, our students strengthen these skills while learning to manage time better and meet deadlines. They also are encouraged to develop strategies to deal with setbacks and build on their ability to get along with each other. Students develop soft skills and begin to understand their importance through socialization, learning core values, attitudes, and actions with their teachers and peers. By adding this important curriculum element for our secondary students, we are empowering them with essential practices needed for success after graduation.\nFerndale Schools has been at the forefront of the movement toward SEL for years and has been recognized by both the State of Michigan and national organizations for its SEL curriculum. The American Institute of Research has also visited Ferndale to learn about our approach as it supports districts throughout the country in their own efforts to match our success. Many of our neighboring school districts have also requested training from our staff in the Ferndale SEL curriculum. This interest is a testament to the incredible work done by our staff in their continued focus on educating the whole child.\nSocial and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitutudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy towards others, establish and maintain positive relationships, and make responsible decisions. (Casel, 2017)\nSEL is not a program or method, but rather coordinating framework embedded into schoolwide practices and policies. Understanding the impact that social emotional learning has on the adult, child and environment - it is a driver to provide a safe welcoming environment for everyone.\nOur social and emotional learning plan focuses on five core competencies that support everyone to be able to navigate their daily life with both their heart and mind:\n- Self awareness\n- self management\n- social awareness\n- relationship skills\n- responsible decision making\nAs children go through Ferndale Schools they will continue to gain a clear understanding of the specific competencies that will support them now and in the future.\nThe emotional brain responds to an event more quickly than the thinking brain, so the goal is to be able to recognize, understand and regulate that emotional response first so your thinking brain can engage and control your response.\nFirst, A Story\n“I’m so STUPID!!!” Anton cried in frustration, throwing the box of crayons across the room.\nUpset by his outburst (but not surprised because it happened a lot), his friend and next door neighbor Sarah asked him, “What are you trying to draw, Anton? Can I help?”\n“No! You can’t help! I’ll never learn to draw a bird. NEVER! I just can’t draw! That’s it!”\nCalmly, Sarah walked over to her Saturday playgroup bucket and brought it to the table. She began bringing out pieces of paper, one by one, laying them in a row facing Anton. Through his fingers, Anton peeked at what Sarah had brought over. “You kept all my stupid bird drawings? Are you trying to make me feel bad? Look at them! They’re so ugly! It’s like a 5 year old drew them instead of an 8 year old! Put them away!” Crossing his arms on the desk, he slammed his head down and started howling.\n“Anton.” No response but the crying. “Anton!...ANTON! THESE AREN’T YOURS! THEY’RE MINE!”\nThere was silence for a few seconds, and then Anton raised his head, peering suspiciously at the drawings. “No way. These aren’t yours. You’ve ALWAYS been great at art time.”\n“No, I haven’t, and yes, they ARE mine. See? This one is from our first day of playgroup this year. Here’s the next week, the next week, and here’s today’s. Look at the wings. That’s what I’ve been trying to make better since the beginning of the year. See how much better they are today?”\nAnton studied the drawings, and then looked confusedly up at Sarah. “You only worked on the wings? But the whole drawing is better.”\n“Well, thanks, but I think the wings just make the whole bird look better. I just picked that one thing to work on every week, and every week I got a little better.”\n“But the first week’s picture is horrible. Sorry, that wasn’t very nice. What I mean is, this week’s wing is so much better. How did you do that?”\n“I dunno. I just tried to do it a little different every week until something worked. You can always get better at things.”\n“Well, maybe YOU can. I can’t. I just can’t draw.”\nAnton snapped his head up, shocked at this statement from his usually kind friend.\n“You can’t, if you think you can’t. If you think you can, you’ll get better. That’s what I did. I really thought that I could draw a better bird. So I did.”\nThoughtfully, Anton looked at his bird drawing. He glanced over at Sarah’s drawings, and then back at his own. Quietly, he stood up, retrieved his thrown crayon box, and came back to the table. “What do you think I should work on?”\n“I think you could start with the head. See here? It looks like the beak might be in the wrong place, and that makes the whole head look weird.”\nAnton stuck his tongue out of the side of his mouth, a signal that he was concentrating hard. He put his crayon to the paper and began to draw.\nSarah watched him quietly, and then looked at her and Anton’s moms sitting at the kitchen table, listening to the conversation. Anton’s mom looked shocked, but Sarah’s mom was giving Sarah a proud, but knowing, smile.\n“What. Just. Happened?” Anton’s mother asked.\n“SEL just happened,” Sarah’s mother responded.\n“Sarah’s grade at Ferndale Upper Elementary is on Growth Mindset in their Social-Emotional Learning curriculum this week. Since she’s in 3rd grade, she’s learned about it every year, though, so this year is really just a review and working on some more advanced habits of mind.”\n“What’s Growth Mindset?”\n“How about if I let Sarah tell you? Hey, Sarah - could you come here for a minute?”\nModule One - Creating A School Family\nModule Two - Brain States\nModule Three - Growth Mindset\nModule Four - Executive Functioning\nModule Five - Mindfulness\nModule Six - Character & Values\nAfter Sarah returned to drawing, her mom admitted, “I have to say, I was skeptical when I first heard about SEL. I thought it was fluff to take up the day. But when Sarah’s thought processes started changing in first grade, I began to realize that the SEL curriculum was making some positive changes. Sarah used to get as frustrated as Anton does when she couldn’t do something.”\n“No way. Not the Sarah I know!” Anton’s mother said incredulously.\n“Oh, yes. Before you guys moved in next door, she melted down almost every day at school. She would give up and throw herself around, and she thought she was bad at everything. Now, she realizes that she can get better at things if she keeps trying. That’s Growth Mindset.”\n“Anton doesn’t believe that about himself. How do I teach him?”\n“I just build at home upon the things that her teachers do in the classroom. You’ll have to ask them what they do specifically.”\n“But we don’t go to Ferndale Schools. And I don’t think there’s anything like that at our elementary school.”\nSarah’s mom looked at Anton’s. “It’s not too late, you know. He could always transfer.”\nWhat is Taught\nFrom Module 1\nTeachers teach children skills and techniques for maintaining/restoring composure, identifying emotions, keeping a positive mindset, and performing rituals, and being assertive.\nFrom Module 2\nStudents will learn how their emotions actually change the way their brain works in the moment. They will learn to restore executive function through safety and connection.\nFrom Module 3\nBy developing a growth mindset, students learn not to be discouraged by struggle or feel powerless. Instead, they will recognize it as a chance to grow their intelligence and expand their skill set.\nFrom Module 4\nStudents will will practice organization, planning and impulse control, and develop working memory and flexible thinking.\nFrom Module 5\nLearning Mindfulness skills empower students to bringing one's attention to the internal and external experiences occurring in the present moment. This “presence” leads to less reactivity, less stress, less anxiety throughout life.\nFrom Module 6\nStudents are encouraged to develop their individuality guided by their own character and values of kindness, empathy and respect.\nHow It Is Taught\nSEL is embedded into the daily structure in many different ways. At the K-5 level, students participate in a daily 'Morning Meeting' where students learn specific skills through teacher read alouds, videos, music and other sensory based activities. At the secondary level, Grades 6 - 12 students participate in a daily class titled Impact Hour at FMS/FHS and College Prep Course at UHS. During this designated class, students learn and have open dialogue about specific soft skills. Impact Hour is also a mentoring type classroom where students have the same Impact Hour teacher throughout the years so they have a mentor who can continue to check in and support each student.\nIn addition to the specific daily structures, it's important to note that SEL is embedded into the culture, climate and structures in each school. From the daily announcements to district character quotes shared, a wide range of specific activities are integrated to support student success."

"Photos: Students in Ferndale Public Schools, a 2019 Innovative District. (Courtesy of Ferndale Public Schools)\nWe often hear that social-emotional learning (SEL) encompasses the “soft skills” students need to develop. In Ferndale, we don’t believe they are the soft skills students need, but the essential skills. We know that when we focus on the whole child, teach social and emotional skills, and intentionally provide a safe, positive climate where our students feel more confident and accepted, teachers have more time to support learning and academic achievement increases.\nWhy We Prioritized SEL in Our Schools\nIn 2012, Ferndale Public Schools went through a restructuring process to provide equitable learning opportunities for all students. During this process, it was clear we had pockets of excellence around SEL but a fragmented approach from class to class and school to school. With this in mind, we set off to develop and implement an intentionally integrated approach to social, emotional, and academic development districtwide.\nOur systematic districtwide plan is based on five key competencies:\n- Social awareness\n- Relationship skills\n- Responsible decision making\nThe Collaborative for Academic, Social, and Emotional Learning (CASEL) states that SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.\nAt the early childhood and elementary level, we developed six modules that provide teachers with specific skills, activities, and structures to teach, embed, and use each day. At the beginning of the school year, our first module is “Creating a School Family.” For six weeks, teachers must establish a strong sense of belonging, acceptance, and understanding with their students—an understanding that as a class family, we will collectively learn, succeed, and work together.\nThe “learning plan” modules that follow specifically teach our students about the brain states, growth mindset, executive function skills, mindfulness, and characters or values. The learning plan is the core of our work and leads to building a true sense of ownership, trust, and strong relationships. Each year, the SEL committee updates the modules based on new learning and ideas.\nAt the secondary level, we added a “seventh-hour” class for students that we call “Impact Hour/CPC,” with the latter standing for College Prep Course. This time is dedicated to conversations essential to building trust, mutual respect, and a connection to school and life. Throughout the year, students have the same Impact Hour/CPC teacher. The Impact Hour mirrors the modules at the elementary level. We also have student representatives on our secondary SEL committees, which has further added student voices to the development of our activities, providing important ideas and leveraging student ownership.\nWhere Do We Go From Here?\nOur district is on the right path by putting SEL at the core of our practices, but we recognize there is so much more to do! This shift in practice has led to more recognition of the importance of relationships, a greater understanding of diverse backgrounds and experiences (not only of our students but also of our staff!), and more honest conversations among school leaders and faculty on what types of adult learning are necessary to continue fostering a true, equitable environment.\nAs we continue to strengthen our work and teach essential skills to students, our focus on learning about neuroscience, social-emotional learning, trauma-informed practices, and restorative efforts has made us as adults more conscious of our words, actions, and understanding of others, and more aware of the importance of our recognition, understanding, and intentions. When adults begin to have internal shifts in their thinking and behaviors, the heavy lifting can begin to occur with workaround-implicit bias, inequities, access, meaningful participation, and other large-scale practices that in time will lead to true culturally sustaining practices that support each and every student.\nOne of our favorite sayings is, Cognitive functions are built on emotional platforms. We are proud of the Ferndale School Family for putting our beliefs into action and knowing what’s best for our students.\nThe views expressed in this article are those of the author and do not necessarily represent those of HMH.\nFerndale Public Schools was an Innovative District at ICLE’S 2019 Model Schools Conference. Join more than 5,000 educators in 100+ sessions at MSC 2020 in Orlando, Florida, from June 28–July 1, 2020, where you can learn how to connect with courage to drive innovation and change in your school or district.\nBe the first to read the latest from Shaped."

"Effective Practices : Community Life\nAnnual Meetings and Events\nCommunity Life Section 1\n1. What are the meetings and events that are held at your school on an annual basis to which the entire school community is invited? Describe each event/meeting, state its primary purpose, and name the group or body at the school with responsibility for the meeting/event.\n2. How effectively do these events and meetings work to create a feeling of community in the school?\n3. Are there school wide events or meetings that were held in the past few years that have now been discontinued? What led your school to stop these meetings, and have you been satisfied with the results of that decision?\n4. How are these events and meetings communicated to the parent body? What percent of the parent body typically attends each function?\n5. Describe the key elements of your school’s philosophy in relation to your annual meetings and events.\n6. What about your annual meetings and events is particularly effective?\n7. If there were something that you could change in relation to your school’s annual meetings and events, what would it be and why?\nWhat are the meetings and events that are held at your school on an annual basis to which the entire school community is invited? Describe each event/meeting, state its primary purpose, and name the group or body at the school with responsibility for the meeting/event.\nWaldorf education uses the strength of regular rhythms to good effect in the classroom, and utilizes this same approach to build a strong community of adults to surround and support the children. When Waldorf schools are asked which events are held on an annual basis there are very clear similarities in approach and purpose that are seen in all school communities.\nBack to School\nSchools hold several events at the beginning of the school year to engage new parents and to call on the strength of parents who have been involved for a longer time. These back to school events include a back to school meeting, the Rose Ceremony, and a welcome tea or coffee.\nThe back to school meeting is sponsored by the Parent Association or the Board of Trustees, and is often a joint venture of these two groups. Sometimes the purpose of these events is purely social community building, and the event may feature a pot luck dinner with desserts provided by the Parent Association. At some schools the meal is provided by the Parent Association, and baby sitting is provided for school age children so that it is easy for parents to attend. A feature of these events is introductions of the various leadership bodies at the school and their members.\nMore typical is a meeting with the purpose of welcoming new parents and faculty, and providing introductions to the leadership bodies at the school. The purpose of these meetings is to encourage participation in the life of the school, and often these meetings have a number of information tables, each manned by representatives of the various committees at the school in which parent participation is encouraged. The various committees share information about their work and their goals for the year, and there is often an effort to recruit new members. These meetings often begin with a more formal meeting-style presentation, and then break into an open session where parents can drop by the various tables to learn more while sampling desserts provided by the school. One school shared that it has been very successful in gaining interest in the committee work of the school by asking each committee to offer a fabulous dessert at their table to share with parents as they stop by to learn about the committee work. There is great competition between the various committees to offer truly outstanding desserts so that parents stop to chat at several tables while enjoying a sweet ending to their day.\nThe Rose Ceremony is the traditional event for the first day of school in Waldorf schools around the world. At this special ceremony the new first graders are welcomed into the lower school, and are presented a Rose by a special friend in the 8th grade (or 12th grade in schools with a high school). At one time these events were held as assemblies for students only, but more and more schools have begun to open these touching ceremonies up to the larger community. The Rose Ceremony is a faculty sponsored event.\nThe first day of school is also marked by a welcome tea or coffee in many schools. It is often scheduled to coincide with the Rose Ceremony, and allows parents to reconnect with each other and the school after a summer’s absence. It is usually the Parent Council that sponsors the welcome teas.\nMost schools report that their Board of Trustees hold two meetings a year to which all parents are invited. One is usually held in the fall, and focuses on some of the exciting issues and thorny challenges that lie ahead for the school. These meetings may include a session for parents to provide input as part of a strategic planning process, or may be filled with information about the work underway as the school grows and develops. The second session is held early in the spring. At times these meetings focus on the school’s plans for the coming year, the budget and changes to tuition. At other times these are town hall style meetings at which parents are able to ask questions and share concerns on a variety of issues on their minds, and receive answers from Board members and members of other leadership bodies.\nSchools often have an annual event each year that is purely social in nature; these events are sponsored by the school’s Parent Council. Typical of these is a back to school barn dance, a gathering with an old time country music feel. The event is for the whole family, and begins with a potluck supper, followed by the dance. Schools report that these events are also open to alumni, and that many families return to school for this special event.\nAnother social event offered by a school is a Thanksgiving dinner hosted by the Parent Council with the intention that everyone has someone with whom to celebrate Thanksgiving. Another school holds a Spiral of Lights Festival at Advent or during the winter break. This event is also a potluck dinner, followed by seasonal songs and an opportunity to walk a candlelit spiral of greens. The event is intended to remind all participants that just as the plant world rests and develops inner resources during the winter months so that it can burst forth with renewed vigor in the spring, so too the human being is nourished by a time of quiet contemplation and inner growth during the short days and long evenings of winter.\nSchools typically hold one large fundraiser a year. At some schools the event is an annual auction, a gala evening with presentations by performing artists in he community, and both silent and live auction offered for consideration. Other schools report they have enjoyed both good times and good returns from their annual golf tournament. One school reported it had had success with an annual giving kick off party, an adult evening to socialize and hear about the campaign. Food and entertainment are provided at a fun location with the benefit of building community while sowing the seeds of support for the annual campaign. At some schools one of the annual fairs is also structured as a fundraiser. Major events such as auctions and golf tournaments are typically coordinated by the school’s development office; fairs are most commonly organized by the school’s Parent Association.\nMost schools host both a winter and a spring fair. Typically one of these fairs has a focus on community building, while the second one is structured to be a fund raiser. Schools report that the winter fair is often a holiday market, with vendors offering seasonal gift items and the school store providing many Waldorf oriented toys and crafts for holiday gift giving.\nOne school described its event this way:\n“The Holiday Fair began as a holiday market. It is now a two day event with a Friday night adult-only social with fine desserts, coffee, musical offerings by parents, a tree lighting ceremony and then a dance. The vendors and School Store is set up, as well as a silent auction and a children’s raffle. The Fair begins the next day at ten with the addition of children’s activities, a puppet show, a lunch & student entertainment, as well as tree sales and results of the auction and raffle.”\nThe spring fair is often held in conjunction with May Day, and features maypole dances by each class as well as an opportunity for community members to join in the fun. There are often crafts for the children and activities such as floral wreath making for adults. Activities include hair braiding, old fashioned games and strawberry shortcake making. Often vendors are in attendance, and the event is open to the larger community.\nAssemblies and Festivals\nSchools typically hold a few all school assemblies each year. Often these occur the last day of school before winter and spring break, and again on the last day of school. Attendance at these events is very strong, as parents love to come see their children perform selected offerings from the curriculum.\nThe festivals at Waldorf schools include Michaelmas and Martinmas. Michaelmas is often quite involved, with every class having a role of some sort. The highlight is a Michaelmas play put on by several grades, and featuring the tale of Saint George and the dragon. There is often a pot luck lunch at this festival, followed by a community work day in the afternoon. Martinmas is usually a smaller festival, with the young grades making lanterns and touring through the campus or the neighborhood around the school. Older classes make bread and soup, while others serve the meal around a bonfire (weather permitting). Another event frequently occurring is a Pumpkin Patch. The common elements in each of these events are its spiritual basis and the intent to inform and build community between parents and teachers.\nAnother common event with a spiritual basis is the offering of one or more of the Oberuffer plays during the Christmas holiday. Often the faculty of the school will offer the Shepherds’ Play and the Paradise Play to the community. In some schools these presentations are augmented by the offering of the Three Kings’ Play by the 12th grade students. Assemblies and festivals are coordinated by the faculty.\nConcerts and Performances\nConcerts, plays and other student presentations are regular features of the Waldorf school year. There are typically concerts in the fall and in the spring by various instrumental music ensembles, and classes present plays from the curriculum at various times throughout the year. A highlight is the end of the year plays offered by the 8th and 12th grade students.\nAnother regularly occurring performance is Grandparents Day. Grandparents and special friends are invited to a special assembly held in their honor, and each class presents selections from the curriculum prior to inviting the grandparents back to their classrooms to view displays of student artwork and main lesson books. This event is held at various times in the school year. One school holds the event in conjunction with Michaelmas. Another schedules it in conjunction with the spring fair and the 8th grade class play. Yet another schedules it on the last day prior to the recess held in February for teachers’ conference week.\nThe 12th and 8th grade graduation ceremonies close the school year. They are an opportunity to mark the students’ and teachers’ accomplishments at this important milestone, and are well attended by the school community. Schools with both an 8th and 12th grade report that the 8th grade graduation is typically a smaller celebration of transition, while the 12th grade graduation is a major event for the community as it celebrates its students and sends them out into the world.\nHow effectively do these events and meetings work to create a feeling of community in the school?\nAll of the schools in the study found that the collective impact of all the various events and activities described above has a very positive effect on building and sustaining a sense of community among the adults at the school.\nSeveral schools noted that the assemblies, festivals, concerts and other events which focus on the children were the most well attended and most effective in terms of building community. Meetings with more of a business tone such as Board sponsored state of the school meetings are less “warm and fuzzy”, and are harder to get joyful participation. However, these meetings are viewed as an important part of the schools’ annual rhythm and schools continue to search for the best way to maximize the human connections at these gatherings. As one school noted, “When we miss creating a feeling of community at a meeting, it is often because we run out of time and don’t provide enough opportunities to hear from members of the community or to get back to people that have shared their ideas and perspectives.\nThe importance of the social element was underscored by another school which noted that when pedagogical and social elements (alumni presentations, biographies of a few Waldorf teachers, or wine, cheese and some fabulous desserts) are a part of a meeting, attendance increases and the positive feelings generated among the participants are noticeable.\nAre there school wide events or meetings that were held in the past few years that have now been discontinued? What led your school to stop these meetings, and have you been satisfied with the results of that decision?\nSchools often change the frequency, timing or approach to the various meetings and events held each year. The challenge is to balance tradition and rhythm with the need to keep things fresh and inspiring. The amount of human energy required to stage the variety of events and meetings at a Waldorf school is significant, and this can lead schools to changes as well.\nOne school made the decision to alternate the years in which they staged a Pumpkin Path and the Shepherd’s Play. These events occurred in fairly close proximity and were both sponsored by the faculty, creating an unmanageable drain on the teacher’s forces just prior to the holiday season.\nAnother school noted that its school picnic had been replaced with a barn dance. This was done because the social events needed to be kept in tune with the interests and needs of the parents. The same school noted that it held a biannual auction for many years, but over time this event seemed to no longer serve the needs of the parent community. The event has since been replaced by a golf tournament, which seems to better match the interests of the parent body. Similarly, one school reported that it had held an annual budget meeting that had been very well attended as tuition increases had been quite high for a period of time. Over time the financial situation at the school stabilized, tuition increases and the budget became fairly predictable, and attendance dropped to the point where the meeting is no longer held.\nAt times a special need or project may require additional meetings for a period. One school noted that during the time it was planning for a move to a new location and for a period following the relocation it was necessary to hold four general parent meetings a year. Once the school had been comfortably settled in its new home for a period of time the special purpose that drove the high number of meetings was gone, the school reduced the number of general parent meetings to twice a year.\nOther events are less obviously tied to the seasonal calendar, and the best timing for those events is less clear. One school has struggled with the best timing for its annual state of the school meeting, and has alternated between holding it early in the year as a kick off and holding it in the spring as a part of the school’s budgeting and planning cycle. Although the school has tried both approaches, neither seems to necessarily be better than the other.\nAnother school traditionally included a community potluck luncheon for the parents as part of its festival celebrations. However, teachers reported that it was increasingly difficult to hold the children’s attention after lunch on these special days, and the decision was made to move the festival celebration earlier in the day and then to dismiss school early on those days. This eliminated the parent potluck, a change that was felt as a social loss by many.\nHow are these events and meetings communicated to the parent body? What percent of the parent body typically attends each function?\nThe school’s annual calendar and the weekly bulletin are the primary vehicles for alerting parents to the various events and activities at the school. Often times the school newsletter will feature a two week calendar at the top of the page with all of the important upcoming events.\nThe notification of special all school meetings is usually supplemented by a separate letter or postcard that goes out in the mail. Postcards are also frequently used for cultural events such as special performances and lectures. Major fundraising events such as auctions and golf tournaments typically use a separate high quality invitation.\nSchool web sites are also becoming an increasingly effective means of giving parents current information about upcoming events, and are a convenient place to check for details such as the exact time and location on campus for an event or meeting. Room reps are also using email more frequently to pass along this sort of information, rather than using the telephone trees that were so widely used in the past.\nEvery school noted that events such as festivals, assemblies, and performances by the children have the very highest attendance of any activity at the school, reaching virtually 100%. Similar attendance levels are seen at class parent evenings. Fairs and major social events such as the annual barn dance are also well attended, with 70% or more of the community in attendance. Other meetings which are open to the entire community are of interest to a smaller group of parents and are less well attended, but important to hold nonetheless. For example, only 20% of the families might choose to attend a back to school general parent meeting, but attendance is high among new families and the value of the event is high for those who attend.\nDescribe the key elements of your school’s philosophy in relation to your annual meetings and events.\nThe school is a whole school community, and all areas of the school must work together in partnership to effectively educate the children. All of these events have the effect of working to bring the school together. The events give us a common understanding of the impulse of Waldorf education, particularly through the festival celebrations.\nThe school tries to be open and up front about the issues it is grappling with.\nWe try to make the events fun. The social aspect is very important at the school.\nWe try to make sure that meetings are well planned, and that they start and end on time.\nA point is made to have virtually all faculty members present at meetings and events. This is an important aspect of the faculty’s role.\nWe try to make all of our meetings interactive in some way, using breakout groups and other small group activity to create active participation.\nWe try to balance the various all school meetings and events throughout the year. We are conscious of not overtaxing the community, having too many events in close succession, and of having too many similar events one after the other. We have a good balance between events designed to entertain, as work days at the school, and to inform.\nIn addition to the basic events described above special meetings will be held as needed. For example, there were several meetings scheduled one year around a reorganization of the office and several more a few years ago when the five year plan was completed.\nOur focus is on inclusion and education.\nIt is important to embrace a diversity of views. Try to find out what people are thinking and work with these ideas so they can be brought into the decision process. Embrace conflict. People are amazed and pleased when they see that a school can handle and work effectively with this kind of pressure and inclusion.\nHave something social in every meeting. Perhaps begin with a song or a verse, a biography question, or provide an opportunity for people to speak with the person next to them for two or three minutes.\nDon’t be afraid to repeat the basics. It’s amazing what people don’t know despite our best efforts to communicate and provide information.\nHaving things well organized and clear is essential to a productive meeting. Be well organized, publish agendas, and start and end on time. People don’t want to come if they can’t count on us to do what we’ve promised.\nWe like to include teachers in our meetings. It’s wonderful when they can do or share something - lead a song, tell a story, or present an artistic exercise.\nAll of our events strive to be consistent with our values. For example, the Holiday Fair de-emphasizes commercialism and emphasizes time together and the beauty of the season. We strive to give people a glimpse of who we are as a school - our love of children, the use of age appropriate activities, no media, wholesome foods, and beauty.\nWhat about your annual meetings and events is particularly effective?\nThe sum of our annual meetings and events gives most parents ample opportunity to connect with the school community and volunteer their time to a measure that they wish.\nThe school is sure to share the presentation between enough people so that the meeting doesn’t feel like a monologue by one person.\nIt’s important to have an interactive portion to each meeting.\nIt’s important to be very organized and yet be able to be really responsive in the moment at our meetings.\nCookies and drinks are always provided at the end of meetings so that they can end on time and yet people who wish to can stay and continue their conversations.\nWe have a good balance of sharing the students’ work and involving parents in the work of the school and in giving information.\nThe festivals and assemblies really build the community, and help people see beyond their own child and his or her class.\nThe mix of social and business aspects at the general parent meetings works very well.\nThe moment that children are involved or there is a group of parents who are very enthusiastic the event is a success.\nThe trick is to find a balance between establishing traditions that people look forward to and ensuring that events do not become stale because they are repeated just for tradition’s sake.\nThe community building aspect of these events is their most effective aspect. There is a really good spirit about the events. People feel good about the events and about the school after they’ve worked on them and after they’ve attended.\nIf there were something that you could change in relation to your school’s annual meetings and events, what would it be and why?\nFestivals in particular are in transition at our school. We value the spiritual significance of these events, but it is hard to get people to rally to make them happen, on the one hand, and there is not the heart to scale back/simplify on the other. I would like to see us be more open to parent help with the creation and running of festivals. Our middle age leaning faculty simply don’t have the stamina or willingness to “do it all” any more.The meetings that work best are the ones in which we make time to break into small groups and then come back together to share as a large group. This allows a greater opportunity for people to be heard, to learn something and to incorporate new ideas.\nThe quality of the meeting facilitation is critical. We need someone to facilitate important meetings so that we stick to the agenda and achieve the desired results.\nWe need to review our meetings and make sure that we are offering things that are really helpful for parents and that build community. Things have been working well, and we need to make sure that we don’t get too comfortable.\nThe beginning of the year meeting still needs work. It is expensive and still doesn’t draw everyone in.\nOur general parent meetings could still be better attended. We have not found the magic for making this happen.\nIt would be good for the class teachers to be more involved in inviting parents. This took place in the early days of the school, and could make a great difference in attendance.\nThe annual Board meeting at which the Board is reaffirmed is just a formality. There is an opportunity to do a more thorough review in the context of this meeting and to gain valuable perspectives through our time together at this meeting.\nIt is not quite clear as to who owns the general parent meetings. Is it the responsibility of the Parent Association or the faculty? This is a reflection of a larger question living in the community about the role of the parent.\nIt would be great to bring in more volunteers to support these events. We don’t want to keep turning to the same people year after year, and allow them to exhaust themselves in service to the school."

"According to David N. Roach, Co- Founder, The Familyhood Connection Inc, “Healthy Economics,” is an inter-generational approach of increasing sustainability from within a community by utilizing schools as centers for development.\nHealthy Economics defines the school in every community as the nucleus of that communities development.\nHealthy Economics, through its four programs, divides the school into three main organizations and collaborates them to operate a school garden, farmers market and grocery store on school sites.\nA brief description of how they work together, to advance a community towards Familyhood is below. (the order could vary in different school sites).\nMany schools do not have these three basic organizations functioning on school campuses: Student Government Association (SGA), Parent Teacher Association (PTA), and Alumni Association (AA).\nSome schools have a strong PTA and some no PTA at all.\nIs this fair for the students?\nIs education equal, one school has a Student Government Association on campus that enables students hands on leadership training, cooperative learning, etc, and another school no Student Government at all?\nThe Friends of School Program motto is “every school will have a functioning Student Government Association, Parent Teacher Association and Alumni Association.”\nOnce the school has these three functioning on campus, #Familyhood promotes them to collaborate, This collaboration is called “The Intergenerational Enterprise.”\n“Intergenerational represents students, parents, alumni working together.\n“Enterprise” represents The Mo’ Better Food Program, which says’ every school will have a garden, a farmers market and a grocery store.\n#Familyhood promotes The Intergenerational Enterprise to start/operate these food related enterprises.\nHow does this all begin one may ask?\nIt begins with The 1st Saturdays Program.\n1st Saturdays is the official monthly volunteer/recruitment day to support the above agenda.\nThe Steps are:\n1. Register to be “a friend of a school” at “Friends of school .org”\n2. Assuming you are approved (no legal issues, etc) “the friend” gains the support of the school’s Principal to enable “the friend” to recruit members to join each of the three main organizations (SGA, PTA, ALUMNI).\n3. The Principal (School Administration) marks the the school calendar with “SAVE THE DATES” – 1st Saturdays -monthly volunteer/ recruitment day.\n4. “The Friend” promotes 1st Saturdays for these organizations or “interested individuals” to meet and volunteer at the school once a month.\n5. During the 1st Saturdays event, if the school has a functioning Student Government Association and/or Parent Teacher Association and/or Alumni Association, organizations updates from representatives are part of the 1st Saturdays agenda.\nIf the school does not have any or all of the above organizations, then 1st Saturdays assists in recruiting members to join any of these organizations for the school.\nIn addition to hearing updates from these organizations, Healthy Economics promotes these organizations to collaborate under the title of The Inter-generational Enterprise.\nThe Inter-generational Enterprise plans/operates “healthy activities” such as planning/working the school garden, planning/working the schools farmers market and expanding the school’s capacity to eventually having a school based grocery store on campus.\nThis collaboration, The Inter-generational Enterprise which consists of a body of students, parents, alumni and community partners, meeting every 1st Saturdays of the month with plans of hosting a school garden, farmers market and grocery store, as mentioned above, is what Healthy Economics defines as a community heading towards Familyhood.\nFamilyhood is a self sustaining society that lives in peace and harmony and one word to describe the strategies of Healthy Economics."

"Annotation from the Connection Collection\nYou are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.\n|Title:||High school outreach and family involvement|\n|Author:||Simon, B. S.|\n|Resource Type:||Journal Article|\nSocial Psychology of Education, 7(2)|\n|Literature type:||Research and Evaluation|\nWhen high schools reach out to families, are parents more likely to support their teenagers as learners? This research examines whether high school outreach programs can help sustain family partnerships that tend to decline as students transition from middle to high school. Predictors of parental involvement in various partnership activities at the high school level are examined. Analyses indicated significant relationships among several school outreach activities and a variety of parent involvement measures. Results indicated that high school outreach programs significantly and positively predicted parent involvement in a variety of learning-at-home, parenting, and volunteering activities, regardless of the students' background and achievement. School contacts concerning postsecondary planning, as well as other outreach measures, had a positive influence on parents' reports of college-planning discussions. Analyses also showed that school outreach to parents regarding how to assist students with homework positively and significantly predicted how often parents worked with their children on homework. This study examined individual-level reports from parents concerning their perceptions of school outreach and of their own involvement. Analyses were conducted on data collected from a sample of 11,348 parents of twelfth graders who were participating in the National Education Longitudinal Study of 1988 (NELS: 88). The socioeconomic status, family structure, gender, and race/ethnicity demographics of the sample were similar to the average for all twelfth graders participating in the NELS: 88 study. Results suggest that high schools are able to facilitate parental involvement in student learning, and they may accomplish this goal especially well when the organized activities align with the goals for the student. This study intends to address gaps in research that has generally ignored the relationship between high schools' outreach and families' involvement practices. Some of the findings indicated weak relationships that may be attributable to the NELS: 88 data and could be strengthened in future research through the inclusion of data regarding outreach program quality and frequency of parental involvement. Future research, including randomized controlled trials, should focus on determining causal relationships between family involvement and high school performance indicators.\nSuggested Citation Style:\n- Simon, B. S. (2004). High school outreach and family involvement. Social Psychology of Education, 7(2), 185-209."

"1. What is the I Can Do It! program?\nThe I Can Do It! Program (ICDI), released through the U.S. Department of Health and Human Services, (Administration for Community Living), in partnership with the U.S. Department of Education, is a voluntary school-based physical activity program designed to provide access, facilitate, and encourage opportunities for students with disabilities to be physically active for 60 minutes a day. The program also focuses on educating students to practice healthy nutritional habits.\n2. Does the activity need to be 60 consecutive minutes?\nNo. This can be accomplished by accumulating the 60 minutes through physical education, adapted physical education, recess, classroom physical activity breaks, active transport to and from school, and extracurricular activities, including a variety of club and sport activities.\n3. Why is it important for schools to implement the I Can Do It!\nThere are almost 7 million students with disabilities that go to public schools alone! With limited resources for out of school physical activity for youth and children with disabilities it’s important that schools provide access and opportunity through a variety of activities.\n4. How is the program implemented?\nICDI was developed as a year-long program, in 8 week intervals throughout the school year. Although we want our students with disabilities to be physically active every day, in order to get recognition, the students must participate in an accumulation of 60 minutes a day, 5 days per week for a minimum of 8 weeks.\n5. Who at the school site administers the program?\nICDI can be administered by the physical education teacher, adapted physical education teacher, special education/classroom teacher, or any school staff member that works with the students during the school day. All they have to do is check off the box on the PALA+ log on the days the students meet the 60 minutes of physical activity to help them track their daily progress. The program lead also educates on healthy nutritional habits.\n6. What is the recognition?\nThe individual recognition centers around the student receiving the Presidential Active Lifestyle Award (PALA) for participating in 60 minutes a day, 5 days per week, for 8 week intervals. The awards recognition ceremony can be performed in a class setting or school wide awards ceremony at the end of the school year. If a school district adopts the program, then a district award ceremony focusing around ICDI can be coordinated at the end of the school year at one location.\n7. Is the I Can Do It! program only for public schools?\nNo. ICDI can easily be implemented in any K-12 setting, Public Schools, Private Schools, Charter Schools, etc.\n8. Is there a cost?\nNo. ICDI is voluntary and free.\n9. Why is this important?\nWe know that healthy and fit students are better learners who are more likely to thrive in school and in life. Studies on the health and fitness of children and youth with disabilities show that many do not get enough exercise or have healthy eating habits. For this reason we are hopeful that every school district across the U.S. will offer the program to all students with disabilities in all schools.\n10. Where can I get additional information?\nYou can find the full manual and PALA+ log at https://acl.gov/programs/health-wellness/icdi\n11. Who should I contact if I have additional questions or want to get started?\nPlease contact Dr. Jayne Greenberg, Program Manager, at [email protected], or 202 768-3557."

"School Inclusion Program\n\"At CASP we believe that for a school inclusion program to succeed, there must be teamwork among the students with different abilities, their classmates, their regular school teachers, the inclusion specialists and parents.\"\nWho is it aimed at?\nThe CASP School Inclusion Program is aimed at children and youths with different abilities (autism, Down syndrome, cerebral palsy or developmental delay) from 3 to 16 years who have the skills required to be included full-time in a regular education school classroom that matches their chronological age.\nStudents who do not yet meet all the requirements for a full-time school inclusion can be included in specific activities, attending the Part-time School Inclusion Program (see below).\nWhat does it include?\n- The inclusion of a student with different abilities in a regular school, where he can participate in all activities, like any other classmate.\n- All students start out by attending classes at CASP to prepare them for inclusion. When assessments indicate they are ready, they are included in regular schools chosen by their parents.\n- Generally only one student with different abilities is included per regular school classroom.\n- While they are included in a regular school, students, along with their parents, attend weekly training sessions at CASP.\n- CASP Specialists make adjustments according to the abilities and priorities of each student to facilitate inclusion. These can be curricular, procedural, of assessment, of materials, and environmental.\n- CASP Specialists identify \"tutor friends\" or classmates of our student with different abilities who become their friends and provide support.\n- School Inclusion includes consulting and training for the regular school teacher and the classmates during observation visits performed by CASP Specialists every 2 weeks, and which may become more frequent if necessary.\n- Special meetings are held periodically for the \"team\" made up of the student's family, regular school teachers and CASP Specialists, to go over the student's progress.\n- Families participate in all the activities of the Family Training Program.\n- In addition to participating in physical education and sports, all of our students participate in the Extracurricular Activities Program, which includes Ballet, Theatre, Therapeutic horseback riding, English Classes, Computer Classes and Day Trips.\nWhat does the Part-time School Inclusion Program include?\n- Students are included part-time and only in specific activities. Some examples of activities include physical education, art, various workshops, etc..\n- The Part-time School Inclusion Program is a group program (usually 3 to 5 students at a time) where the students attend regular school activities alongside a CASP Specialist.\nWhy is the School Inclusion Program unique?\n- The CASP School Inclusion Program started in 1982.\n- Each year, we include full-time over 50 children and youths in 41 regular education schools (elementary, primary and secondary) and we include part-time over 30 children and youth in 4 regular schools.\n- 5 training sessions are scheduled throughout the year to all regular education schools participating in the School Inclusion Program: 3 of which are designed for teachers, with topics chosen by them, and 2 for the classmate (\"Tutor Friend Gatherings\").\n- List of regular education schools participating in the School Inclusion Program (in Spanish)."

"Educational Therapy for the Gifted:\nThe Chicago Approach\nby Leland K. Baska\nClick for printer-ready Educational\nTherapy for the Gifted: The Chicago Approach\nWhile all mental health professionals who work for schools would like to\nprovide unconditional assistance in meeting their client's needs, the job\ndescription for such individuals in public schools often interferes with a\nstrict adherence to this practice. Case loads are heavy, and the roles to be\nperformed many. What kind of counseling, then, can be delivered in a public\nIt would seem that the essence of what schools are about, educational\ntherapy, should be the focus of the service. Emphasis on placement, support,\nencouragement, and development of the breadth and depth of the child's potential\nis that which the school can best deliver while using the counselor as advocate\nand confidante for the child. Knowing how and when to refer the child's problems\nto outside resources and finding the right educational milieu in which the\nchild's potential will flourish are no small accomplishments in that setting.\nThe gifted child, in particular, by virtue of high educational potential, is\nbest suited to this type of educational therapy and perhaps best able to develop\ncognitive strategies for making informed choices that will result in better\nThe Chicago Model of Educational Therapy\nThe Chicago Public Schools have developed and expanded a multi-dimensional\napproach for meeting the needs of its gifted population. Central to its\noperation is a strong counseling component, carried out by full-time trained\npersonnel in the areas of school psychology and social work who provide\none-to-one services to gifted students and their families upon request.\nIn addition to the central counseling thrust, over 400 programs ranging from\nkindergarten to college are offered to those children identified as gifted from\nthe 429,000 students in the system. Four full-time coordinators, along with\neight pupil personnel staff members, assist local schools in developing such\ngifted programs through inservice training and information sharing relative to\nidentification, administrative arrangements, curriculum, and evaluation. The\ngifted staff is clustered by specialty in four regional offices throughout the\ncity so that a full range of services can be provided in a given geographical\narea, from program development to individual testing to family counseling.\nSocial workers and psychologists in these regional offices receive and follow\nup on referrals from other social workers and psychologists in the system as\nwell as parents, administrators, and teachers in local schools. Types of service\nprovided by this team include:\n- Individual and group testing with follow-up assessment of appropriate\n- Consultation on, and monitoring of, identification procedures for all\ngifted programs in the system.\n- Development of Individual Educational Programs (IEP's) for selected\n- Provision for educational program intervention.\n- Individual or group counseling for gifted children whose emotional\nproblems are interfering with their social or academic adjustment.\n- Consultation with parents of gifted children.\n- Consultation with school administrators and teachers on affective\ndevelopment issues as they may relate to the education of gifted students.\n- Provision of liaison services to community agencies.\nChicago Gifted Program Prototypes\nThe educational options provided by the Chicago gifted program include many\nprototypes in respect to grouping and program focus. Full-day gifted magnet\nschools in which children are selected from several districts for homogenous\ngrouping are one such prototype. The focus of these programs is breadth and\ndepth in core content areas while offering special language, science, art, and\nlogic courses for further enrichment. Admission is based on achievement scores\nat the 90th percentile and intelligence test data either from individual or\nAll-city programs in local museums constitute a learning laboratory of\nunlimited resources for high school students with access to libraries,\ncollections, documents, workshops, and the expertise of the professional staff.\nThese also include the study of the museum itself as an institution and its\ngoals as a community facility. Students meet one afternoon a week and receive\nacademic credit for their participation. Selection is made on the basis of\nprincipal and teacher recommendations, application essay, and standardized test\ndata. Museology programs are conducted at such Chicago landmarks as the Art\nInstitute, Field Museum, Museum of Science and Industry, and the Chicago\nOther all-city programs include band and orchestra, an all-city chorus, and a\nradio broadcasting program, \"Spotlight on the Gifted,\" which features selected\nprograms and topics about the Chicago Gifted Program.\nLocal elementary school programs offer a number of program options in which\ninservice, curriculum, and materials are closely defined for the subject. These\ninclude: Junior Great Books; Unified Mathematics; Man: A Course of Study;\nIntroductory Physical Science; Philosophy for Children; and the Story Workshop.\nBy combining grades 1-2, 3-4, 5-6, and 7-8, comprehensive gifted centers have\nbeen created in some of the larger schools that allow for all-day homogeneous\ngrouping of gifted students within a school. Advanced placement courses and\nseveral humanities programs are included as part of the high school curriculum,\nand recently Chicago has added the International Baccalaureate program to its\nofferings at selected sites.\nMost individual local school programs grew out of local school needs and\ninterests, with a teacher willing to develop a proposal and an administrator who\nwould help implement a gifted program. Writing, art, and various other topics\nare included among these.\nA counseling component is included as a standard part of each school's\nprogram for implementation by the teacher. Thus, summer inservice programs for\nteachers include considerable discussion of general characteristics of gifted\nstudents and case examples of counseling strategies that have proven successful.\nSocial workers and psychologists also serve children in these programs as well\nas others who are referred. The development of counseling models that can be\nimplemented by teachers has been effective in bringing service to more students.\nUniversity based programs are offered to junior-high-age students who have\nmet a minimum score criterion on the Scholastic Aptitude Test (SAT), given in\nthe spring to all students in the system who are at the 95th percentile or\nhigher on the Iowa Test of Basic Skills (ITBS), mathematics or verbal sections.\nThese programs are offered on school time once a week at three universities in\nthe city: Chicago State University, Loyola University, and the University of\nIllinois, Circle Campus. The content offered includes Latin, creative writing,\nIn local schools without special programs much of the educational therapy for\nthe gifted may take the form of recreating the best aspects of the one-room\nschoolhouse. Flexible programming of children at their functional levels has\nlong been a successful strategy for schools to attempt to meet the needs of the\ngifted. For the low incidence, highly gifted child this may take the form of\nearly enrollment in high school, college courses, or other adaptations.\nBeyond educational therapy offered by placement in one of the gifted programs\ndescribed, additional needs are frequently addressed through a specific\ncounseling program. This includes individual counseling around particular\nproblems and group counseling in gifted magnet programs. Educational tutoring\nhas also been an effective tool.\nThe following two individual cases of gifted children illustrate the\napproaches taken by the Chicago Gifted Program personnel to meet the needs of\nindividual gifted students who might otherwise be lost in a large system.\nChild A is bright but has few special opportunities in his school or\ncommunity, a rather lackluster academic performance, and few friends among his\npeers. He was 12 years old and about to enter 8th grade in an inner city school\nthat had a gifted art program but no academic one. He was from a single parent\nfamily with a severely retarded aunt also in the mother's care. An older sister\nhad entered a state university the year prior and the resources of the family\nwere limited, though the mother was active in school organizations and showed\ndetermination and persistence when it came to the education of her children.\nThis young man showed cognitive strengths on the Stanford-Binet while\nachievement scores in reading and spelling were only at grade level. Computation\nskills for math were at 7th grade level. Against a backdrop of 138 IQ, it seemed\nthat some form of tutoring or special program would be necessary to bring skill\ndevelopment into line with his potential. The usual strategy would be to find a\nteacher or advocate for the child in the school who is familiar with the\ndynamics and resources within the faculty. In this case, no such advocate was\nfound so the psychologist for gifted programs assumed the task.\nTutoring in math was scheduled on a one hour a week basis using the\nprogrammed instructional material from Educulture, Inc. Topics of polynomial\narithmetic and factoring in algebra are handled in such a way that the child can\ndevelop skill by moving through the audio tape and text at his own pace with\nminimal knowledge of math demanded of the counselor or person who assists him.\nThe plan was to develop a background of skills for high school algebra\nwhile meeting with and encouraging his teachers to enrich his course of study.\nThe mother was encouraged to apply for scholarships for the boy through A Better\nChance (ABC) Foundation. Child A is now on scholarship at an Eastern prep school\nand a member of the honor society there.\nChild B exemplifies the low incidence, highly gifted child and the extreme\nmeasures that must be considered for appropriate programming. He was referred at\nage 11 as the result of an individual examination by a local school\npsychologist. The IQ estimate was 165+ on the Stanford-Binet. All achievements\nwere at the 12th grade level on the Peabody Individual Achievemnt Test (PIAT),\nand the child had consistently been at the 99th percentile on yearly\nChild B came from a family that valued education and provided many early\nexperiences with formal learning within the home setting. Both parents and an\nolder sibling offered various forms of academic stimulation. The school\nprincipal was sensitive to the boy's high ability, but also more concerned with\n\"evening out\" his ability; thus, child B took social science offerings through\nthe early enrollment program at the local high school even though his tested\nstrength was math. He was encouraged to take additional advanced courses at that\nhigh school and a university which he did at an \"A\" proficiency level.\nAt the completion of 8th grade, he took the pre-calculus sequence at an\nEastern university so that he could enroll in Advanced Placement Calculus as a\nfreshman. Having completed 12 hours of high school work including AP English and\nChemistry, he was unable to enter the university of his choice since the minimum\nage admission is 15 years, but he was accepted at another university this summer\nfor further work. He will petition for his high school diploma after a\nsuccessful semester in college.\nCounseling consisted of making the parents aware of a variety of options\nand acting as a buffer with administrators to ensure his appropriate progression\nthrough the system. Individual opportunities emerged for the child out of a\npersistent nature and the strong support of the family unit.\nThe Chicago Public Schools provide a counseling component in their gifted\nprogram that acts as a centerpiece to program development at many levels. While\nproviding services to schools on a variety of issues, full-time psychologists\nand social workers also provide individual assistance to identified gifted\nchildren needing special provisions. Such specialized services also seek to\nencourage teachers to work on counseling needs of the gifted in individual\nPractical Guide To Counseling the Gifted in a School Setting, Joyce Van\nTassel-Baska, Ed., The Council for Exceptional Children, Reston, VA, 1983."

"The Northwest School Division # 203, Student Services Department, is committed to providing comprehensive support to all students in the least restrictive environment possible. It is our belief that these services and supports can be provided through school based learning teams. This model focuses on nurturing student diversity and meeting special learning needs. It places as much responsibility and accountability as possible with school personnel.\nThe Student Services Department recognizes diversity in our schools and classrooms and accepts that all students are unique with specific needs and abilities and are affected by a variety of physical, social and cultural factors. We strive to support and foster an inclusive school environment that is supportive, caring and responsive. We offer a continuum of services within the regular classroom, school and community using a team approach.\nHow does the Student Support Services process work?The Student Support Services team works closely with students, families, school-based staff and outside agencies in a team approach to provide the best education possible for all students.\nStudents are usually referred to the Student Support Services team through their school.\nWho makes up the Student Support Services team?\nAt the school level, students are supported by the classroom teacher, student support services teacher, school administrators and other support staff.\nParents and guardians play an important role in this process. As part of the student services team, parents help the team to identify goals for the child and the supports that may be required.\nThese goals become part of the student’s Inclusion and Intervention Plan (IIP).\nStudent support services teachers (SSSTs) are a critical part of the school team that supports student needs. The SSST supports classroom teachers by: providing consultation and co-planning, providing direct instruction to support individual students or small groups, and by working within the school Response to Intervention (RTI) model to provide interventions.\nAdditional supports for students are provided using a needs-based model that is comprised of three-tiers: responsive instruction and interventions at a classroom level, or school-wide; targeted and group interventions; and intensive individual interventions.\nWhile we recognize that universal classroom practices will meet the needs of most students, some students will require short-term, targeted supports in order to be successful. A small number of students may require intensive supports, which are provided through a wide variety of services, depending on the particular student.\nFor more information about Intensive Supports please visit the Saskatchewan Ministry of Education webpage.\nCounsellors focus on the personal, emotional and social needs of students. Counsellors meet with students one-on-one or in small groups during the school day, and privacy is ensured so students feel comfortable.\nDiscussions between Counsellers and students are confidential, but the Counsellor will work with parents and teachers to develop plans for meeting a student’s needs. Counselling referrals can be made by principals, teachers, parents, and other agencies, or students can self-refer.\nCounsellors may also give classroom presentations and provide support to a school dealing with a crisis or stressful situation.\nNWSD Counsellors do not provide counselling for adults or families, but will help to connect families with other agencies and professionals if needed.\nEducational Psychologists (Ed. Psych.) work with individual students to measure their abilities in several developmental areas. The specific assessments used will vary depening on the needs of the student.\nSome of the areas that may be covered in the assessments include: cognitive ability or thinking and reasoning skills (also known as IQ), and academic skills, such as reading, writing and mathematics.\nA student’s behaviour may also be assessed, which includes observing the student in the classroom and having teachers and parents/guardians fill out behavioural checklists. This information is used to better understand the student’s overall strengths and needs.\nRecommendations are developed from the results of the assessments and discussed with the student’s teachers and parents/guardians.\nIf needed, the Ed. Psych. can assist families in connecting with other agencies and professionals.\nAn Occupational Therapist (OT) is concerned with a person’s ability to carry out age appropriate daily activities, including: self-care skills, play skills and school skills.\nIn the school system, the OT assesses students who have physical and/or sensory-based challenges, developmental needs, and/or learning difficulties. The OT works with the student to perform age appropriate activities and meet developmentally appropriate goals. The work done in the school will help the student participate in activities in the home and community.\n- Communication with school staff and parents/guardians, and programming for students.\n- Activities to improve posture, movement skills, eye-hand coordination, fine motor skills, and self-care abilities.\n- Providing adaptations to an activity or environment to allow all students to participate at their current level.\nSpeech Language Pathologists\nA Speech Language Pathologist (SLP) is concerned with the prevention, diagnosis and treatment of communication challenges in the areas of speech, language, voice and fluency.\nAn SLP will meet individually with a student to complete a variety of specch and language tests, depending on the nature and intensity of need. Additional information may be requested from classroom teachers and parents, or obtained through direct information or observations.\n- Based on assessment results the SLP will make treatment recommendations regarding speech, language, voice and fluency that will help students to:\n- Learn to say speech sounds correctly;\n- Understand what they hear, see and read;\n- Express themselves in whatever way they are able (spoken or written word, sign language, symbol systems; technical aids);\n- Improve grammar, vocabulary, conversation, story-telling and social skills;\n- Use appropriate pitch, volume and vocal quality;\n- Develop more fluent speech.\nRecommendations may include that the student work individually, in a small group, or the SLP may provide a whole class lesson. Suggestions may be provided to teachers and parents to help the student as he/she learns new skills.\nStudent Services Administration\nThe Student Services Department is overseen by the Superintendent of Student Services, who works closely with the Coordinator of Student Services to supervise the program offerings and staff that make up the Student Services team. The Administrative Support person for Student Services provides clerical assistance to the department."

"The Northwest School Division # 203, Student Services Department, is committed to providing comprehensive support to all students in the least restrictive environment possible. It is our belief that these services and supports can be provided through school based learning teams. This model focuses on nurturing student diversity and meeting special learning needs. It places as much responsibility and accountability as possible with school personnel.\nThe Student Services Department recognizes diversity in our schools and classrooms and accepts that all students are unique with specific needs and abilities and are affected by a variety of physical, social and cultural factors. We strive to support and foster an inclusive school environment that is supportive, caring and responsive. We offer a continuum of services within the regular classroom, school and community using a team approach.\nHow does the Student Support Services process work?The Student Support Services team works closely with students, families, school-based staff and outside agencies in a team approach to provide the best education possible for all students.\nStudents are usually referred to the Student Support Services team through their school.\nWho makes up the Student Support Services team?\nAt the school level, students are supported by the classroom teacher, student support services teacher, school administrators and other support staff.\nParents and guardians play an important role in this process. As part of the student services team, parents help the team to identify goals for the child and the supports that may be required.\nThese goals become part of the student’s Inclusion and Intervention Plan (IIP).\nStudent support services teachers (SSSTs) are a critical part of the school team that supports student needs. The SSST supports classroom teachers by: providing consultation and co-planning, providing direct instruction to support individual students or small groups, and by working within the school Response to Intervention (RTI) model to provide interventions.\nAdditional supports for students are provided using a needs-based model that is comprised of three-tiers: responsive instruction and interventions at a classroom level, or school-wide; targeted and group interventions; and intensive individual interventions.\nWhile we recognize that universal classroom practices will meet the needs of most students, some students will require short-term, targeted supports in order to be successful. A small number of students may require intensive supports, which are provided through a wide variety of services, depending on the particular student.\nFor more information about Intensive Supports please visit the Saskatchewan Ministry of Education webpage.\nCounsellors focus on the personal, emotional and social needs of students. Counsellors meet with students one-on-one or in small groups during the school day, and privacy is ensured so students feel comfortable.\nDiscussions between Counsellers and students are confidential, but the Counsellor will work with parents and teachers to develop plans for meeting a student’s needs. Counselling referrals can be made by principals, teachers, parents, and other agencies, or students can self-refer.\nCounsellors may also give classroom presentations and provide support to a school dealing with a crisis or stressful situation.\nNWSD Counsellors do not provide counselling for adults or families, but will help to connect families with other agencies and professionals if needed.\nEducational Psychologists (Ed. Psych.) work with individual students to measure their abilities in several developmental areas. The specific assessments used will vary depening on the needs of the student.\nSome of the areas that may be covered in the assessments include: cognitive ability or thinking and reasoning skills (also known as IQ), and academic skills, such as reading, writing and mathematics.\nA student’s behaviour may also be assessed, which includes observing the student in the classroom and having teachers and parents/guardians fill out behavioural checklists. This information is used to better understand the student’s overall strengths and needs.\nRecommendations are developed from the results of the assessments and discussed with the student’s teachers and parents/guardians.\nIf needed, the Ed. Psych. can assist families in connecting with other agencies and professionals.\nAn Occupational Therapist (OT) is concerned with a person’s ability to carry out age appropriate daily activities, including: self-care skills, play skills and school skills.\nIn the school system, the OT assesses students who have physical and/or sensory-based challenges, developmental needs, and/or learning difficulties. The OT works with the student to perform age appropriate activities and meet developmentally appropriate goals. The work done in the school will help the student participate in activities in the home and community.\n- Communication with school staff and parents/guardians, and programming for students.\n- Activities to improve posture, movement skills, eye-hand coordination, fine motor skills, and self-care abilities.\n- Providing adaptations to an activity or environment to allow all students to participate at their current level.\nSpeech Language Pathologists\nA Speech Language Pathologist (SLP) is concerned with the prevention, diagnosis and treatment of communication challenges in the areas of speech, language, voice and fluency.\nAn SLP will meet individually with a student to complete a variety of specch and language tests, depending on the nature and intensity of need. Additional information may be requested from classroom teachers and parents, or obtained through direct information or observations.\n- Based on assessment results the SLP will make treatment recommendations regarding speech, language, voice and fluency that will help students to:\n- Learn to say speech sounds correctly;\n- Understand what they hear, see and read;\n- Express themselves in whatever way they are able (spoken or written word, sign language, symbol systems; technical aids);\n- Improve grammar, vocabulary, conversation, story-telling and social skills;\n- Use appropriate pitch, volume and vocal quality;\n- Develop more fluent speech.\nRecommendations may include that the student work individually, in a small group, or the SLP may provide a whole class lesson. Suggestions may be provided to teachers and parents to help the student as he/she learns new skills.\nStudent Services Administration\nThe Student Services Department is overseen by the Superintendent of Student Services, who works closely with the Coordinator of Student Services to supervise the program offerings and staff that make up the Student Services team. The Administrative Support person for Student Services provides clerical assistance to the department."

"THE INTENSIFICATION OF EXISTING SERVICES (TIES) PROJECT (2005-2013)\nThe TIES project focuses on providing additional and targeted supports to a particular school for a period of time. The services provided included academic remediation, family support, and creative therapy interventions. TIES has been implemented in selected FSSTT schools for a period of one school year. Schools that have been involved include Thorndale Elementary, Purcell Academy, Riverview Elementary, St. Lawrence Elementary Junior and Senior Campuses, Orchard Elementary and Springdale Elementary.\nWHO IS THE FSSTT?\nThe inter-disciplinary team consists of a Child Development Specialist, three Behavioural Consultants, an Art Therapist, a Drama/Dance Therapist, a Youth Outreach Consultant, as well as the part-time services of a psychiatrist, psychiatric consultant and psychologist.\nA full-time FSSTT Technician works in each of the 18 schools as a member of the school resource team and is supported by the inter-disciplinary team described above.\nThe philosophy underlying the team’s approach is to consider all who are involved in the referred student’s life to be a contributing member and part of the intervention plan. Thus, administrators, classroom teachers, resource teachers and the non-teaching professionals from within the school milieu (e.g. psychologists) and health and social services (e.g. social workers) are also invited to engage in a collaborative problem-solving model to understand the child’s difficulties and create an intervention plan.\nWHAT ARE THE INTERVENTIONS?\nInterventions take various forms and include:\nØ On site daily pro-active interventions by the FSSTT Technician\nØ Skill development groups\nØ Collaboration with the school’s resource team\nØ Various consultations with the inter-disciplinary team as a whole\nØ Referral for family and/or student psychiatric assessment, where appropriate\nAlthough the FSSTT is affiliated formally with 18 of the LBPSB schools, consultative services are available to other schools within the LBPSB, upon request. Since 1995, over 700 school-based consultations have taken place.\nYOUTH OUTREACH SERVICE\nIn 2012, the Youth Outreach Service became a part of the FSSTT. This service was created to re-engage students at risk of dropping out by providing support to schools, students and families at critical points in their schooling. High school teams identify those students who are not attending school on a regular basis and for whom alternative strategies need to be explored. Thus, the FSSTT Youth Outreach Consultant works with all LBPSB high schools.\nYouth Outreach Services can include:\nØ Working with the student and the family to develop and implement a plan to re-engage the student in school\nØ Collaborating with the school team to explore alternative strategies\nØ Acting as a liaison between the student, family and school team\nØ Facilitating successful transitions from one school or program, to another\nØ Collaborating with community partners to provide additional support services to students and their families, as required\nThe Youth Outreach Consultant also works in close collaboration with the Continuing Education Transition Consultant in order to ensure a successful transition for students from the Youth to the Adult sector.\nWHAT FEEDBACK HAS THERE BEEN?\nThe FSSTT has been in operation since 1995. In the beginning years, each person (teacher, administrator, family, FSSTT team member) who was involved in the pilot project was asked to provide feedback and recommendations. This feedback was reviewed, and many positive suggestions for improvement were implemented.\nMore recently, the FSSTT was included in the national School-Based Mental Health and Substance Abuse (SBMHSA) Project, an initiative launched by a consortium of partners associated with The Ontario Provincial Centre of Excellence for Child and Youth Mental Health at the Children’s Hospital of Eastern Ontario (CHEO). The CHEO team collected examples of best practices of school-based mental health initiatives in place across Canada and the FSSTT was included in this list.\nIn 2014, the FSSTT was recognized by the Quebec English School Boards Association with an Excellence in Education award. This award celebrated the work that the FSSTT accomplished in bridging public education and the community.\nThe effectiveness of the FSSTT model as a means of supporting inclusive practices for children with emotional and behavioral needs has been extensively investigated by researchers at McGill University, Montreal Children’s Hospital, Concordia University, and the LBPSB. A series of research grants offered by the Ministry of Education and other granting agencies have enabled these researchers to study the impact of the FSSTT services on community schools. The results of these studies have been presented at local, national and international conferences, as well as published in academic journals. A list of these publications is available, upon request.\nProfessional development is the cornerstone of the FSSTT’s approach. Every consultation about a student is viewed as an opportunity to learn about the nature of the child’s difficulties and develop interventions that focus on finding the strengths in the child, family and school that can enhance the child’s development. Present models of professional development include:\nFSSTT Lecture Series\nSince 1996, the FSSTT has hosted an evening Lecture Series on children’s mental health which is open to all staff of the Lester B. Pearson School Board. To date, over 80 presentations have been given by psychiatrists, psychologists and other mental health professionals on an array of topics which have included disorders such as anxiety, depression, eating disorders, addictions, and post-traumatic stress, as well as prevention and resilience-building. These lectures are well-attended and survey data collected after each lecture indicate this is a valued form of professional development.\nSince 2003, the FSSTT has produced a bilingual newsletter, Connections/Branchez-vous, that is distributed several times a year to all teachers and staff of the LBPSB. Each edition focuses on various topics relating to social emotional learning and also serves as a resource for mental health activities and initiatives.\nInternship in Child Psychiatry\nFrom the inception of the FSSTT, the Montreal Children’s Hospital’s (MCH) Psychiatry Department has offered an internship opportunity to FSSTT Technicians working for the LBPSB. Over the course of a school year, these paraprofessionals complete a one day a week placement as a member of a child psychiatry team at the MCH. The intern gains experience in observing and participating in family psychiatric assessments, which also serves to enhance understanding of the health services network at the school level.\nWorkshops for Educators\nTeam members have provided numerous professional development sessions to teachers, daycare educators, integration aides and technicians on a variety of topics related to youth mental health. While most of this professional development has been conducted within the LBPSB, the FSSTT has also presented at conferences involving other school board personnel as well as at local universities such as McGill and Concordia.\nThe FSSTT was recognized for its contribution to the school board and their communities by the Quebec English School Boards Association. The Award of Excellence was presented to the FSSTT in the category of Community Engagement, in May 2014.\nUpdated: July, 2015"

"What is Integrated Services?\nIntegrated Services addresses the special education and related services needs for students with disabilities identified under the Individuals with Disabilities Education Act of 2004 (IDEA 2004).\nWe have two different integrated services programs here at Wellington Middle School.\nMulti-categorical: This program provides services to students with mild to moderate disabilities under many different categories of disability.\nIntegrated Learning Support (ILS): This program provides services to students with significant support needs.\nAt Wellington Middle School we strongly believe in inclusion. Inclusion means that students are placed in classrooms with general education peers to the highest degree possible based on their individual needs. There are many benefits to being an inclusive program including: all teachers differentiate instruction to meet all students needs regardless of ability level, reducing stigma and building relationships, high expectations for all students, and has positive effects for all students in the classroom. This diagram gives a great visual of what inclusion looks like in a classroom and that is what we are striving for here at WMS!\nSince we are an inclusive school many of our students services are provided in a co-taught setting. This generally looks like two teachers in the classroom, a content specialist and a special education teacher or para. Both teachers are equally responsible for the class but have special skills that they are the experts in. There are many benefits to co-teaching when it is done well. These include: More one on one interactions for students, all students access general education curriculum, all students access specialized instruction, increases student independence, and teachers build off of their own strengths and weaknesses as they work together.\nDifferent models of co-teaching are shown in the diagram below:\nYour student will experience these different styles of co-teaching, sometimes even within one class period.\nThe special education teachers role in a co-teaching model includes several key parts to support students with disabilities. These include: differentiate instruction, ensure accommodations are in place, provide specialized instruction, and advocating for student needs. The special education teacher also supports learning and instruction of all students in the classroom.\nThe expectations for co-teaching are that teachers collaborate and plan together during common plan periods, teachers communicate openly with each other, and both teachers are equally valued and respected in the classroom. Co-teaching relationships take time to develop but once they are established it creates an open and inviting learning space for all students\nOur integrated services department works hard to develop positive relationships with families. We work as a team to help students grow and obtain skills that are really challenging. We value open communication between teachers and family. Case managers are your go to contact with the school and we have worked hard to get creative at solving problems. If you need anything please don’t hesitate to reach out. You can help us out too! Help make sure your student gets to school when they are able. Attendance is so important for your student being able to make growth. We also will hold IEP meetings annually and re-evaluations every three years. Your input at these meetings is invaluable! No one knows your student better than you. In middle school we start to work hard to include students in their IEP meetings as well so that they can start to understand and advocate for what they need to be successful.\nWe will leave you with the Wellington Middle School integrated services team mission. Help every student obtain the academic, social/emotional, and life skills they need to be successful in whatever they desire to do once they are out of school."

"Licensed Vocational Nurse (LVN) – School Nurse\nThe school LVN identifies and treats health disorders among students and provides instruction in the\nmaintenance of good health and disease prevention. The employee must evaluate the physical conditions of\nstudents and refer students to appropriate resources as needed. Decisions made by this employee require\ndiscretionary judgment and analysis. Errors may not be easily discernible and may result in serious impact on\nthe individual child and others. The work of this employee is seldom reviewed while in progress and is\nperformed under general supervision.\nEssential Duties and Responsibilities:\n• Develops policies, procedures and work standards for school health program.\n• Monitors compliance of school health program with federal, state and local laws, regulations and policies.\n• Initiates program changes as needed.\n• Manages program allotment efficiently.\n• Prepares health reports for supervisor, board of education and health department.\n• Collaborates with other child-support agencies in designing and providing a school health program.\n• Negotiates professional and medical services essential to the school health program.\n• Provides first aid care and medically prescribed services.\n• Maintains security of school health supplies.\n• Instructs students in health education according to the state curriculum (K-12).\n• Serves as a resource person on health issues.\n• Provides staff development on health-related topics for school staff and volunteers.\n• Screens and conducts health appraisals for students and staff.\n• Provides follow-up evaluations on students as required.\n• Recommends corrective action where problems are identified.\n• Conducts home visits when appropriate.\n• Corresponds with parents on health needs of children.\n• Records immunizations, health findings, and other relevant health data.\n• Considerable knowledge of medical disorders and treatment.\n• Considerable knowledge of child growth and development.\n• Working knowledge of public health problems and procedures for treatment in coordination with other health\nand social service agencies.\n• Working knowledge of Federal, State, and Local laws and regulations affecting the delivery of school health\n• Some knowledge of the school organization and the community served.\n• Ability to identify abnormal growth and development and symptoms of disease.\n• Ability to coordinate and facilitate services between the school, local health agency, and other community\n• Ability to develop and maintain health records on students.\n• Ability to develop positive working relationships.\n• Other duties as assigned\n• Current nursing license for the state in which the nurse practices.\n• Full command, verbal and written, of the English language.\n• Current Health Certificate (if applicable).\n• Current PPD or Chest X-Ray.\n• One year prior professional nursing experience within the last three.\n• Current BLS card.\n• Successful completion of screening tests for the clinical specialty area(s) in which the nurse practices with a\nscore of 80% or greater\n• Cell Staff background screening\nPlease call 855-561-1715 or email [email protected] for immediate consideration."

"Health and Medical Care\nOur Own English High School, Sharjah(Girls) has efficient health care facility that refers to need based comprehensive services rendered to students, teachers and other personnel in school to promote and protect their health, prevent and control diseases and maintain good health. The School has three well-equipped health units manned by two qualified General Practitioners and seven nurses.\nWe serve to:\n- Ensure access to primary health care.\n- Provide a system for dealing with crisis medical situations.\n- Provide screening and referral for health conditions, physical and mental health assessment and referral for care; promote a healthy school environment.\n- Provide systems for identification and solution of students’ health and educational problems.\n- Develop and implement health care plans for students with special health care needs.\n- Provide comprehensive and appropriate health education, health counseling, health education policy and procedure of health or education to guide the development and delivery of health services.\n- Ensure mandated screenings, such as vision, hearing, and immunization status, and provide immunizations at school for grade 1 to 11 students.\n- Conduct physical exams for students / Good to lose Program for obese students, wellness programs, physical fitness screenings, provide nutritional counseling, conduct health risk appraisals to determine life-style practices, injury prevention and control of diseases.\n- Provide a healthful and safe school environment that facilitates learning.\n- Administer first aid\n- Administer medication and monitor vital signs\n- Provide other primary health care services for school employees\nStudents undergo regular growth assessments medical check-ups, and a health record is maintained for each student. While routine first aid is administered by the units, any emergency is referred to the nearby Al Qassimi Hospital.\nThe Department of Health and Medical Services provides the necessary immunization to the students as per recommended by MOHAP.\nA copy of the child's Vaccination Card/Copy of the Medical Record from the previous school must be attached to the Medical Dossier duly filled in by the parent and submitted to the Registrar at the time of admission."

"You wouldn’t want to go out in a rainstorm without an umbrella. Why would you allow your school system to be exposed and unprotected because of out-of-date\npolicies? It is the role of the school board to ensure comprehensive policies are in place to guide the school system and school operations.\nSetting policy is the school board's primary function. Policies must be fair and reasonable and must be developed in accordance with state and federal laws, case law and sound business practices.\nDeveloping and maintaining legally sound, practical policies are top priorities for school boards. The Alabama Association of School Boards assists members with user friendly, cost-effective policy services. Our package of policy services help boards craft and maintain policies that are pragmatic, fair and developed in accordance with current state and federal laws, regulations, administrative directives, court decisions, education policy research and sound business practices. Avoid the headaches. Save money and time.\nHow AASB Helps\nAASB assists school boards in developing legally sound, practical policies in four useful ways:"

"Policies help define rules, regulations, procedures and protocols for schools. All of these are necessary to help a school run smoothly and safely and ensure that students receive a quality education.\nSchools have policies for several reasons. Policies establish rules and regulations to guide acceptable behavior and ensure that the school environment is safe for students, teachers and school staff. School policies also help create a productive learning environment.\nRules and Regulations\nIn order for rules and regulations to be in place and enforced, policies are created, often by the local school board. Having these policies in place means there are determined procedures for how school operations are handled, down to every minute detail, so that educators, staff and students know what is expected and can act accordingly. This saves time, prevents confusion and unifies the school.\nSafe Learning Environments\nStudents, teachers and staff members deserve to feel physically and psychologically secure in their environment. In order to create this environment, policies are created and instated that establish safety standards for the physical environment and mental state of students and staff. This is done by creating policies such as fire drills, anti-bullying policies and mental health guidelines.\nSetting Goals and Establishing Productivity\nIn order for an institution to encourage higher learning, policies must be in place that establish goals as set forth by the school board. These policies establish standards and help hold schools and educators accountable to the public. This is important for relating education to the community and making it responsible to the larger world. Accountability through the use of goal-oriented policies ensures that students are receiving a valuable education.\nPolicies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. Ultimately, policies are necessary to the success and safety of a school."

"Safety and Discipline\nThe New York City Department of Education is committed to ensuring that our schools provide a safe and orderly environment in which teaching and learning take place each day. Safe, supportive school environments depend on students, staff and parents demonstrating mutual respect.\nOffice of Safety and Youth Development\nThe Office of Safety and Youth Development works directly with schools and support staff to provide a range of supports to establish and maintain safe and orderly schools and to promote positive school climate and culture.\nThe Citywide Standards of Intervention and Discipline Measures\nAll members of the school community - students, staff and parents - must know and understand the standards of behavior which all students are expected to live up to and the consequences if these standards are not met.\nThe Citywide Standards of Intervention and Discipline Measures (the Discipline Code) provides a description of conduct that does not meet the standards of behavior expected of students in the New York City public schools. It includes a range of guidance interventions and a range of permissible disciplinary and intervention measures which schools may use to address misbehavior. Also included is the Bill of Students Rights and Responsibilities. The Standards apply to all students, including those with disabilities.\nSchool Safety and Emergency Readiness\nThe maintenance of order and security in and around public schools is essential to creating learning environments to which students can meet high academic standards, educators can teach towards those standards, and parents can be assured that their children are learning in a safe and positive school setting. Learn more about Emergency Readiness.\nNew York State law requires every school district to develop a comprehensive district-wide safety plan. Read the the New York City District-wide School Safety Plan and the Parent Guide to School Safety and Emergency Preparedness."

"An inclusive school culture and school policy requires a whole-school approach. The Index for Inclusion (2011) offers clear indicators of this culture and policy and supports schools in their self-review of these aspects.\nAccording to the European Toolkit for Schools, an inclusive school culture and school policy requires a whole-school approach.\n“The whole-school approach Involves addressing the needs of learners, staff and the wider community, not only within the curriculum, but across the whole-school and learning environment. It implies collective and collaborative action in and by a school community to improve student learning, behaviour and wellbeing, and the conditions that support these.” (UNESCO)\nThis approach sees schools as collaborative learning environments. The whole school community including parents and families, together with external stakeholders, take responsibility for helping all pupils to develop in the best possible way. In doing so, The Whole School Approach from Ireland is seen as a way of developing a corporate culture based on shared values and vision, creating an inter-professional approach to supporting the needs of pupils and improving engagement in collective and individual reflection. These initiatives are developed and implemented in cooperation with other education sectors and cooperation partners. Indicators of whether an inclusive school culture and policy is being developed are listed under A and B. By policy we mean the national policy strategies, the regional policy with cooperation partners and the policy in the school.\nAn inclusive culture is a place and context where all teachers, pupils and other staff can find community in the concept of diversity. There must be an infusion of diversity practices throughout the educational institution. The school must create an inclusive culture with inclusive values and norms, and an open climate in which all pupils are welcome (Emmers et al., 2017).\nThe Index of Inclusion (2009) is a model listing indicators for creating inclusive cultures, policies and practices. For this question in our Guide for coaches, we focus on culture and policy.\n2. Establishing inclusive values where\nThe 'Index for Inclusion: developing learning and participation in schools' (2011) is a set of materials to support the self-review of all aspects of a school, including activities in playgrounds, staff rooms and classrooms and in the communities and environment around the school. It encourages all staff, parents/caretakers and children to contribute to an inclusive development plan and put it into practice. The three dimensions are one of the cornerstones the project is based on. In order to realize inclusive education, there must be a certain sense of urgency at the following levels: practice, culture and policy (see index of inclusion Booth and Ainscow, 2011; Emmers et al., 2017).\nThe Index of Inclusion (2011) lists the following indicators for developing an inclusive school policy:\n2. Actively securing diversity\nBy having a questionnaire filled in by several people from the same school, it is possible to find out how inclusive the school policy is."

"Creating “Safe” Classrooms is a Process: 5 Tips to Get Started\nIn my years as an educator and mentor in university teacher education programs, I have heard new teachers proclaim on numerous occasions that their future classrooms will be “safe” spaces for students to thrive.\nSafe from judgement. Safe from name calling. Safe from assault . . . Safe from all harm.\nWhile I understand the intention behind these sentiments from well-meaning and enthusiastic new teachers, I am well aware of what a lofty goal this is to achieve. In fact, I would argue that it is impossible to guarantee the safety of every student at any one time as we can never fully know the degree in which a person feels safe. Rather, safety is a subjective experience that is influenced by a number of factors including complex social interactions and relational dynamics amongst individuals.\nSafety is particularly problematic considering the epidemic of discrimination and violence that takes place in all schools around the world.\nIncidents of harm can happen in the shadows of the school where adult eyes do not see or in texts or on social media where only young people venture. Harm can take the shape of a joke or manifest slowly like mold in a petri dish. It can also be overt and aggressive for all to see. Regardless, “harm”, in its many forms, is pervasive. It erodes school environments by fragmenting the classroom community, destroying relationships, and creating a general distrust of individuals, which leads to students being uncomfortable or afraid to be at school. When students feel unsafe in the classroom, learning is impacted.\nThere are numerous teacher tips, strategies, programs, and initiatives recommended to create “safe” school spaces, which have varying degrees of success. What is clear is that there is not a “one-size-fits-all” approach, and “safety” is not established through a few community building games or a one-off workshop. Instead, a school on the path of creating a positive, welcoming, and inclusive space that is mostly safe for its community members requires time and patience (it can take years), consistency (it is a process that must be attended to), and the commitment of everyone involved (aka “whole school approach”).\nI believe safe schools initiatives must be specifically developed for individual learning spaces in order to be effective. In other words, each school is its own microcosm within the greater education system, with specific strengths, weaknesses, and needs. Initiatives must look at all aspects of the school structure and systems for improvements to occur. With that said, there are things that teachers can do at any time to work towards classroom safety for their students. Here are five tips to get you started.\nLanguage: Establish inclusive and caring language that everyone in the classroom uses consistently. This can be talked about as a class so students understand what inclusive language sounds like and feels like. You can create a word and statement wall with examples such as “Thank you,” “Please,” “You’re welcome,” “I’m sorry,” “I appreciate your help,” “It was not my intention to make you feel left out,” “I feel hurt when you don’t listen,” and so forth. This type of language encourages students to acknowledge each other, take responsibility for their words or actions, and express how they feel using “I” sentences.\n- Communication: Practice communication skills where students learn to use inclusive and caring language effectively along with active listening, emotional control, paraphrasing, non-verbal communication, problem-solving, decision-making, and so forth. These skills are best learned through “doing,” which invites students to practice through community building exercises, drama games, partner work, sharing circles and the like. Communication must be taught and practiced throughout one's lifetime. Therefore, it is something that needs to be integrated into the school day.\n- Sharing: Offer time each day for students to get to know each other and develop relationships built on trust and respect through sharing. This may include sharing a favourite moment from the day, how they are feeling about a lesson, or something they are grateful for. Sharing circles can also be used to talk about and resolve conflicts. One of the most effective ways to do this is through a circle process where each individual has the opportunity to speak openly and be heard by their classmates. Sharing circles can include the use of a talking piece - an item such as a stick or rock that is used specifically to guide dialogue. The person holding the talking piece has permission to speak and everyone else in the circle is expected to listen. Sharing helps students to bond, develop empathy for one another, and create a community that is welcoming and inclusive.\n- Conflict: Provide opportunities for students to explore various aspects of conflict through the curriculum. This might include discussing a character in a book and how they handle conflict positively or negatively. It might include looking at how conflict is reflected in history, nature, or through mathematical problems. Invite students to take part in drama exercises to explore emotions that arise in conflict, ways to problem-solve a conflictual issue, or recreate a conflict in a story to come up with a different end result. The more students are given examples of conflicts, the more they can develop perspective and critical thinking skills.\n- Discipline: Make disciplinary decisions reflect student behaviour. If a student breaks something, they repair or replace it. If they hurt someone with their words, they reflect and rebuild trust. Students do not need to be shamed, blamed, or punished for their actions regardless of how harmful they may be. There are many reasons why students act out in negative ways. Instead, let students know that every choice has a consequence from which they can learn. Paraphrasing Maya Angelou, “When you know better, you do better.”\nWhat other tips do you have for creating a “safe” classroom space? Let us know in the comments below. You can also read Creating Safe Spaces: What It Means and Why It Matters.\n__________________________Traci L. Scheepstra, Ph.D., is the CEO/Founder of Embodied Learnings. Read HERE to learn more about her work in education."

"Samoa needs to promote a safe and nurturing learning environment that fosters a sense of belonging and positivity for students.\nTo do so, the Ministry of Education, Sports and Culture now has a policy to provide guidance for all schools on promoting a safe, respectful and supportive school environment.\nThe policy is guided by the vision that all Samoan schools are to be safe, violence free, supportive and respectful teaching and learning communities.\n“The right to education, right to respect, equality and fairness, a right to a safe teaching and learning environment, good quality education and others are guiding principles that encompass the importance of student and staff well being for effective teaching and learning in all school settings” the policy reads.\nIt has been developed to assist Samoan school communities.\n“Much has been said about developing safe schools and eradicating corporal punishment which has been a widely-used behaviour management strategy in our education system for as long as I can remember,” the Minister of Education, Sports and Culture, Loau Keneti Sio stated.\n“At the same time, other types of violence in schools have raised concerns for teachers, parents, caregivers, different organisations and institutions that work with our education system.\n“Whatever forms it takes, the unsafe nature of behaviour in schools puts stress on young people and impacts their learning.\n“It creates an unhealthy atmosphere resulting in mistrust, withdrawal, low self esteem, anxiety and isolation and increase absenteeism and academic failure to name a few.\nThe policy provides a vision, guiding principles, responsibilities of teachers and support staff/teachers, students, school leaders, families, communities and M.E.S.C.\n“The National Safe School Policy and its supporting National Safe Schools Guidelines apply to all students, teachers, and staff members in all school settings.” the policy reads.\nBased on the above guiding principles, it is critical for school communities to set the expectations to ensure the school setting caters for the social, emotional and physical safety of everyone through engaging and respecting all students, staff and families.\nTherefore, students, families and school staff must work together to develop and live a shared school vision and model and nurture the attitudes that highlight the benefits from learning.”\nInternationally, the effort to develop a positive culture in schools is a major emphasis in neighbouring countries such as Australia and New Zealand where the focus is all for schools to be safe and supportive, and place an importance on school being respectful teaching and learning environment and communities.\n“Feeling safe is the key contributing factor to a sense of belonging which can allow learning to thrive,” said UNICEF Executive Director, Anthony Lake.\n“In order to achieve their full potential, our young people deserve a safe and supportive learning environment which nurtures and maintains a positive approach for nurturing them through all levels of education.\n“Research shows that creating a safe inclusive and healthy learning environment not only increases learning but can be a catalyst for creating non-violent communities.\nFor now, the Ministry of Education in collaboration with the Ministry of Women, Community and Social Development and the Police are responsible for ensuring that the responsibilities in promoting safe schools are fulfilled, and schools conduct appropriate procedures in accordance with the policy, guidelines and laws."

"- Search Institute’s 40 Developmental Assets ®\nSearch Institute’s 40 Developmental Assets® are concrete, common sense, positive experiences and qualities essential to raising successful young people. These assets have the power during critical adolescent years to influence choices young people make and help them become caring, responsible adults.\nProtective Schools Model\nEveryday interactions and activities at school can make a tremendous difference in students’ academic and social success. A school can be a powerful protective influence in the lives of its students, providing a positive environment that supports student academic and social growth. The Protective Schools Model identifies ten characteristics of schools shown to link prevention and resiliency factors with academic success.\nPositive Behavioral Interventions and Supports in Arizona The Positive Behavioral Interventions and Supports of Arizona group (formerly the Arizona Behavioral Initiative) was developed to address the issue of safe schools, and is a collaborative effort between the Arizona Department of Education, Arizona State University, University of Arizona, and Northern Arizona University, and is supported by the Center for Positive Behavioral Interventions and Supports at the University of Oregon, The primary purpose of PBISAz is to establish a comprehensive and focused statewide effort to improve the capacity of educators, administrators and education professionals to address their specific school discipline needs and enable the development of positive teaching and learning environments."

"The mission of the Arizona Department of Education, Office of Safe and Healthy Students, is to provide support to schools and LEAs so that every student can experience a safe, healthy, and supportive learning environment, including focusing on students physical and mental health, and safety.\nA safe, healthy, and supportive school environment is the product of a school’s attention to fostering safety; promoting a supportive academic, disciplinary, and physical environment; and encouraging and maintaining respectful, trusting, and caring relationships throughout the school community, focusing on the fostering of positive conditions, climate, and culture, including family and community engagement.\nSafe & Healthy Students Resources\n- Social Emotional Learning\nThe Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning (SEL) as “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions”.\n- From a Nation at Risk to a Nation at Hope\nRecommendations from the National Commission on Social, Emotional, and Academic Development- The Aspen Institute National Commission on Social, Emotional, and Academic Development was created to engage and energize communities in re-envisioning learning to encompass its social, emotional, and cognitive dimensions so that all children can succeed in school, careers, and life. The Commission’s work has drawn on research and promising practices to recommend how to make all these dimensions of learning part of the fabric of every school and community.\n- Federal Commission on School Safety, Comprehensive Resource Guide for Keeping Students, Teachers Safe at School\nA report created by the Federal Commission on School Safety (Commission) detailing 93 best practices and policy recommendations for improving safety at schools across the country.\n- U.S. Department of Education- School Climate and Discipline\nTeachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning. Creating a supportive school climate—and decreasing suspensions and expulsions—requires close attention to the social, emotional, and behavioral needs of all students.\n- Stop Bullying.gov\nTeach kids how to identify bullying and how to stand up to it safely.\n- The Safe Schools/Healthy Students Framework Tool\nThe Safe Schools/Healthy Students (SS/HS) Framework tool helps you and your partners understand and plan a comprehensive approach to mental health promotion and youth violence prevention.\n- A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors\nThis technical package represents a select group of strategies based on the best available evidence to help communities and states sharpen their focus on prevention activities with the greatest potential to prevent youth violence and its consequences.\nPhysical Education and Health Resources\n- Physical Education is a school-based instructional opportunity for students to gain the necessary skills and knowledge for lifelong participation in physical activity. Physical education is characterized by a planned, sequential K-12 curriculum (course of study) that provides cognitive content and learning experiences in a variety of activity areas. Quality physical education programs assist students in achieving the national standards for K-12 physical education. The outcome of an effective physical education program is a physically literate individual who has the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. Effective Physical Education Teachers base their teaching on the Arizona standards for K-12 Physical Education in order to provide students with a foundation of skills and knowledge that can apply to many activities so that students are willing, able, and interested in seeking lifetime enjoyment of physical activity.\n- Health Education provides students with opportunities to acquire the knowledge, attitudes, and skills necessary for making health-promoting decisions, achieving health literacy, adopting health-enhancing behaviors, and promoting the health of others. Comprehensive school health education includes courses of study (curricula) for students in Pre-K through grade 12 that address a variety of topics such as alcohol and other drug use and abuse, healthy eating/nutrition, mental and emotional health, personal health and wellness, physical activity, safety and injury prevention, sexual health, tobacco use, and violence prevention.\n- Physical Activity in childhood and adolescence is important for promoting lifelong health and well-being and preventing various health conditions. Schools are in a unique position to help children and adolescents get the nationally recommended 60 minutes of physical activity each day.\n- Recess is “a regularly scheduled period in the school day for physical activity and play that is monitored by trained staff or volunteers”. During recess, students are encouraged to be physically active and engaged with their peers in activities of their choice, at all grade levels, kindergarten through 12th grade.\nSupporting National Organizations\n- Federal Office of Safe and Healthy Students (OSHS)\nOSHS is committed to serving States and school communities by providing resources, direct support, and technical assistance on topics that affect the well-being, health and safety of our nation’s young people.\n- The Collaborative for Academic, Social, and Emotional Learning (CASEL)\nCASEL collaborates with leading experts and support districts, schools, and states nationwide to drive research, guide practice, and inform policy.\n- National Center on Safe Supportive Learning Environments\nThe National Center on Safe Supportive Learning Environments offers information and technical assistance to States, districts, schools, institutions of higher learning, and communities focused on improving student supports and academic enrichment.\n- Association for Supervision and Curriculum Development (ASCD)\nASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.\n- Centers for Disease Control and Prevention, Healthy Schools (CDC)\nCDC Healthy Schools works with states, school systems, communities, and national partners to prevent chronic disease and promote the health and well-being of children and adolescents in schools.\n- Substance Abuse and Mental Health Services Administration (SAMHSA)\nThe Substance Abuse and Mental Health Services Administration (SAMHSA) is the agency within the U.S. Department of Health and Human Services that leads public health efforts to advance the behavioral health of the nation. SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities.\n- Society of Health and Physical Educators (SHAPE America)\nis the nation’s largest membership organization of health and physical education professionals that provides programs, resources and advocacy to support health and physical educators at every level, from preschool to university graduate programs.\nSupporting ADE Programs\n- School Health and Safety- Behavioral Health and Suicide Prevention– PROJECT AWARE\nProject AWARE supports the development and implementation of a comprehensive plan of activities, services, and strategies to decrease youth violence and support the healthy development of school-aged youth.\n- School Health and Safety Programs– a quick search of ADE’s School Health and Safety Programs."

"The Department of Immigration and Border Protection (DIBP) has released its Child Safeguarding Framework which outlines the Department’s principles, policies and procedures for staff and contracted service providers to safeguard children who receive its services.\nThe Department recognises that children are inherently vulnerable and the Framework is designed to provide consistency of services and care to children in immigration programs, including those in the immigration detention network.\nThe Framework will be supported by staff who are appropriately trained to deal with child specific incidents, and through better coordination, they will be placed in the safest possible environment.\nPrinciples of protecting and safeguarding children\nSafeguarding children in accordance with relevant domestic and international child protection standards is part of the Department’s priority. These guiding principles inform all aspects of the Department’s work, including the actions of all people who may come into contact with children in the delivery of immigration programmes.\nWhat are the Department’s child safeguarding principles?\nRecognising that children are inherently vulnerable, the following principles guide the Department’s actions and attitudes and form the basis of the Department’s child safeguarding culture.\n1. The Department promotes a strong, open and proactive culture that encourages awareness of child protection and well-being and does not tolerate child abuse.\n2. Children and their families are included in decision making, where possible.\n3. The safety and well-being of children is the shared responsibility of their parents and families. The Department works to support their self-agency in parenting.\n4. The Department and its contracted service providers collaborate to manage the safeguarding and well-being of children in their programmes.\n5. All children, their families and carers understand and are aware of safe and accessible mechanisms to report any complaints, concerns or allegations of child abuse.\n6. The welfare of a child who has, or alleged to have, been abused is a primary consideration in decision making.\n7. All child protection and well-being incidents, allegations and complaints are responded to, and reported, consistent with state and territory legislation and internal departmental reporting requirements. All incidents are managed in a timely and effective manner, ensuring appropriate\nsupport is provided to all parties in accordance with the triple track approach.\n8. The Department ensures appropriate care and welfare arrangements are in place for unaccompanied minors who arrive in Australia without a parent or legal guardian.\n9. The Department and its contracted service providers keep accurate and accountable records to support child safeguarding.\nFurther information is available on the Department’s website."

"Recognised Entities are Aboriginal and Torres Strait Islander organisations funded by Child Safety Services to provide culturally appropriate and family advice regarding Aboriginal and Torres Strait Islander children.\nThe law says that Child Safety Services has to ask the Recognised Entities to participate in key decisions made about Aboriginal and Torres Strait Islander children and young people.\nExamples include decisions made about:\n- investigations and assessments\n- case plans\n- contact with family members\n- placements and carers\n- young people’s participation in recreational activities.\nIt is important to remember that, even though they are independent, the Recognised Entities main job is to help Child Safety Services and the Childrens Court to make better decisions by taking cultural matters into account. Child Safety Services is their client, not the child or the family and it is not the main role of the Recognised Entity to provide support to the child or the family.\nYou can expect the recognised entity to:\n- give you a copy of any material that they are handing up to the Magistrate before court commences\n- talk to you and ask you whether you have any concerns, particularly about cultural issues or potential kinship carers, and\n- be transparent and honest about the advice or position that they are taking.\nThe Recognised Entity may also be able to recommend organisations that can provide culturally appropriate support for you and your family."

"- Aboriginal peoples\n- Departmental legislative framework\n- Freedom of information, open government and privacy\n- Key strategies and plans\n- Social Media\nChildren and Young People\nChildren and Young People Policy\nDHS recognises children and young people are valued citizens and that the future of South Australia is linked to their wellbeing. It is vital to South Australia that all children and young people have the chance to thrive.\nWe want each child and young person to:\n- be safe from harm\n- do well at all levels of learning and to have skills for life\n- enjoy a healthy lifestyle\n- be active citizens who have a voice and influence.\nThese outcomes are set out in the Children and Young People (Safety) Act 2017.\nEvery person in South Australia must protect and promote these outcomes for children and young people.\nDHS supports children and young people to feel:\n- respected, and\n- encouraged to reach their individual potential.\nDHS powers and responsibilities\nThe department has certain powers and responsibilities around the safety and wellbeing of children and young people. We take these powers seriously and will provide early intervention when there is a risk that children and young people will be harmed.\nDHS is a key partner in the South Australian Government’s Child and Family Support System (CFSS) reform activities.\nWe educate our staff\nWe continue to develop a culture in the department where the protection and support of children and young people is key. We make all staff, including new hires, aware of their responsibilities in this area.\nDHS ensures staff include child safety and protection all aspects of their work. Everyone must follow the:\n- Safeguarding Children and Young People Policy\n- Working with Children and Young People Code of Conduct.\nProtection and support of children and young people is part of:\n- DHS screening processes\n- recruitment and selection\n- regular compliance reviews.\nThis is our responsibility as set out in the Child Safety (Prohibited Persons) Act 2016. It is one of the ways we support the provision of child-safe environments.\nMany of our staff are ‘mandated notifiers’. This means if they suspect risk or harm to a child or young person, which they identify while performing their duties with DHS, they must report it.\nReceive this information in other formats\nDocuments provided here can be provided in other formats. Email us to request alternative formats.\nFeedback and helplines\nIf you believe that someone working for DHS has broken the Working with Children and Young People Code of Conduct, you can send us feedback or complaints.\nIf you believe a child or young person is at risk of harm, phone the Child Abuse Report Line on 13 14 78.\nYou may also seek support from:\n- Kids Help Line. Phone 1800 55 1800\n- Lifeline. Phone 131 114\n- Youth Help Line. Phone 1300 13 17 19\n- Parent Help Line. Phone 1300 364 100\nDHS is responsible for administering:\n- the Child Safety (Prohibited Persons) Act 2016\n- relevant sections of the Children and Young People (Safety) Act 2017."

"Safe & Healthy Schools\nLast updated: July 29, 2020\nB.C. schools work to develop positive and welcoming cultures and are committed to providing good environments for learning.\nSchools work to prevent problems through community building, fostering respect, inclusion, fairness and equity. Each school:\n- Sets, communicates and reinforces clear expectations of acceptable conduct\n- Teaches, models and encourages socially responsible behaviour\n- Works to solve problems peacefully\n- Places high value on diversity and defending human rights\nHandling Medical Conditions, Reactions & Pandemics\nUtilizing the mandated policies in place helps maximize the nutritional daily standards for students. Find out how to offer healthy food and drink options for selling or vending at your school.\nGuidelines at a Glance Brochure:\n- Guidelines for Food & Beverage Sales in B.C. Schools At-a-Glance (PDF)\n- Lignes Directrices Sur La Vente D’aliments Et De Boissons Dans Les Écoles De La C.-B. Version abrégée (PDF)\nComplete Guidelines for Food and Drink Sales:\nerase is all about building safe and caring school communities. This includes empowering students, parents, educators and the community partners who support them to get help with challenges, report concerns to schools, and learn about complex issues facing students"

"Safe Spaces to Learn and Grow\nWellington Exempted Village Schools believe in providing school-wide systems of support that include strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.\nA continuum of positive behavior supports for all students is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms). Abundant student-led activities helps these positive cultures to flourish, including:\n- High school clubs such as National Honor Society, Friends of Rachel’s and Rachel's Challenge, Student Council, Future Farmers of America, Anime Club, Civil War History Club, SADD, and Drama Club\n- Positive Behavior Intervention Supports implementation in all schools\n- Dynamic Duke award for students K-8\n- Student of the Month character recognition K-12\n- OLWEUS Bullying Prevention Program in all schools\n- McCormick Middle School honors local veterans each year\n- D.A.R.E. Officer (Drug Abuse Resistance Education program) presence in all schools to support students and reinforce making good decisions\nDid You Know?\nThe national Rachel's Challenge program visits middle and high schools supporting its mission of making schools safer, more connected places where bullying and violence are replaced with kindness and respect; and where learning and teaching are awakened to their fullest potential."

"Educational Coaching & VCE Coaching\nEducational coaching sessions run as individually tailored 50 minute sessions for primary and secondary school students. At least 6 sessions are recommended as well as review sessions per month or per term, depending on your child’s needs.\nEducational Coaching helps students to:\n- Set goals\n- Get organised and manage their time\n- Learn study skills and techniques\n- Manage stress\n- Prepare for exams\n- Deal with VCE\nThe sessions may also include strategies on friendships, bullying and social skills or managing anxiety, depression and relaxation techniques. It all depends on what your child needs.\nHelping your child to understand how he or she learns can also improve levels of motivation, decrease levels of frustration and anxiety, and encourage self-acceptance and awareness. This can be done through conducting an Educational Assessment prior to Educational Coaching sessions.\nPlease refer to Fees & Rebates for more information regarding Educational Coaching Sessions.\nSchool Meetings & Visits\nSPACES conduct on-site meetings and visits at schools. We work collaboratively with teachers, integration aides, school principals and parents to develop solutions, which will assist your child to learn and to participate more fully in school activities.\nSchool meetings are usually arranged after an Educational Assessment has been conducted with your child. This assessment can be conducted at school if necessary or in the SPACES consulting rooms.\nSchool meetings generally include::\n- Interpretation of your child’s learning profile; strengths and weaknesses\n- Reporting on your child’s academic abilities and performance levels\n- Outlining the educational recommendations and how to implement them in the classroom\n- Creating Individual Learning Plans and setting up review meetings\nSchool visits usually include a classroom observation and discussion with staff at the school or centre about their perspective on the child’s issues. Levels of attention, peer interaction and positive or disruptive behaviours are recorded. In addition, the learning environment, the classroom layout and the child-teacher interaction is observed.\nSchool meetings and observations provide an opportunity to further develop strategies to assist the child in the school setting. Strategies may include recommendations on:\n- Working memory\n- Auditory processing and giving directions\n- Giving directions\n- Behaviour modification strategies\n- Giftedness in the classroom\n- Social skill programs and ideas\n- Transitioning issues\n- Environmental recommendations (e.g. helpful seating arrangements in the room)\n- Programs and activities which strengthen the child’s skills in particular areas\nTogether, these contribute to a range of supports to assist the child’s academic, social and emotional wellbeing.\nPlease refer to Fees & Rebates for more information regarding School Meetings & Visits.\nTraining For School Staff\nInformation to come"

"A Psycho-Educational Evaluation provides a comprehensive overview of a child’s functioning in the school, including the following domains: cognitive, processing, academic, and social skills as well as a summary of the child’s emotional well-being and learning strengths. Psycho-Educational Evaluations include a thorough explanation of how the child’s strengths and learning patterns can be applied in the school setting to improve performance, social relations and positive adjustment.\nADHD Coach – Six Week Program:\nDownload our information sheet here\n- We offer a comprehensive ADHD / ADD evaluation which includes :\n- Clinical Interview with the psychiatrist, and comprehensive evaluation by the educational psychologist\n- Necessary blood work to rule out medical conditions/co-morbid disorders\n- Teacher and Parent Rating scales for Attention as well as a screening for other disorders such as depression and anxiety\n- ADHD Self-Report Form\n- Conners’ Continuous Performance Test (CPT) – a task-based computerized assessment of attention disorders and neurological functioning. The CPT II can be used to screen for or diagnose ADHD/ADD, monitor treatment, test the effects of medication, or determine optimal drug dosage.\n- Feedback and Education – Q&A Session\n- Detailed Report and Treatment Recommendations including, but not limited to medications, study strategies, natural food supplements and behavior modifications.\nLearning Disability Evaluation\nAcademic assessments are completed to identify how the child learns best with their specific set of skills.\nIndividualized Education Plan (IEP) and Section 504 Plan Assessments /Meetings\nOur clinicians help schedule school Individualized Education Plan (IEP) / 504 meetings, request records, collaborate with teachers, school counselors and other practice personnel involved with your child. We interpret assessments, help develop IEP – especially measurable goals and objectives and receive services and accommodations based on your child’s unique needs. Our clinicians also facilitate ongoing communication during the IEP process so that the parent feels like an equal part of the educational team.\nEducational Consultation / School Collaboration\nObservations are done to observe the child in the learning or social setting of concern to see the authentic interactions in their learning environment. We recognize the importance of collaboration and maintaining strong relationships with teachers, special educators from multiple disciplines, and parents to think creatively in order to meet the special needs of children with ranging disabilities.\nEducational Consultation for Gifted and Talented students (GATE/SEMINAR program)\nSome students possess unique talents across a range of multiple intelligences and require a differentiated curriculum and more challenging enrichment opportunities to realize their full potential. An educational consultant could help.\nStudent /Parent Coaching\nWe help students with organizational skills, study habits, time-management strategies, note-taking and test preparation. Student coaching is geared toward helping the student gain skills in learning strategies and self-advocacy. Parent coaching places a parent in the student’s role. We help parents learn strategies to develop their child’s strengths and mitigate their weakness to provide an optimal environment for learning and success.\nClassroom Observations/ School- Based Therapy and Behavior Support\nWorking with the kids in the school setting can help target the problem behavior, find appropriate replacement behaviors, and implement an effective intervention plan to achieve success. School based occupational therapy could help.\nSocial Skills Training\nSocial Skills Training is a form of behavior therapy used to help children, adolescents and teenagers who present with difficulty relating to others.\nAdvocating for children in their school systems and with other service providers. We help parents in navigating the maze of assessment, services, and professionals to select what is best for the child. We advocate for the child/ parent to prevent the blaming of the child or the parent for the child’s difficulties and develop a team approach that appropriately address the child’s disability and how it effects their ability to be educated.\nFrom time to time we send out announcements about events, news, and happenings at Achieve Medical Center. Please join our mailing list if you would like to stay in touch with us."

"INFORMATION FOR PARENTS\n- IEPS is company of British Educational Psychologists with a particular interest and specialisation in students who are learning in International Schools.\n- Schools generally refer to us when they feel they are not fully meeting the needs of a student. No student is ever discussed without permission from their parents.\n- We aim to provide schools and parents with consultation space for reflecting and identifying needs as well as giving advice and information on ways to enhance the learning and emotional wellbeing of the students in their care.\n- We do this in a range of ways according to the needs of the student. These needs change over time and therefore the influences of developmental stage, home and host country culture, and religion, languages spoken, family structure, school environment and curriculum and many other things are all taken into consideration.\n- If your child has been identified as having, at this time, some learning, behavioural or emotional needs then we will do our best to help you to identify more clearly what those needs are as well as their strengths. We can do this in a range of different ways:\n- Skype or telephone consultation with school staff and parents in order to explore the concerns about the student and decide how best to support them.\n- School visit to meet with school staff and parents and then observe and conduct individual sessions with the student. These sessions may involve any or all of the following:\n- Cognitive and achievement assessments to gain information on cognitive ability, academic potential and current performance.\n- Psychological assessments of wellbeing using child friendly activities.\n- Observation of motor, sensory and other behaviours which impact on wellbeing and performance.\nOnce a student’s needs have been identified then further discussions around what can be done both in school and at home are held and a range of resources and strategies are identified. Suggestions are based on sound psychological theory and are supported by research where this is available. We follow up through a questionnaire, three months after the intervention in order to evaluate progress. On going support is always an option."

"St Thomas More Catholic Primary School strives to provide a safe and caring environment, where the unique gifts and talents of our students are recognised and celebrated. The Positive Behaviours for Learning (PB4L) framework is implemented at our school to help create these vibrant and positive learning environments in which all students are supported to reach their full potential.\nPB4L is an evidenced-based, organisational framework for behaviour support to enhance respectful relationships and engagement of students in their learning. It encompasses a broad range of systemic and individualised strategies and agreed practices for achieving important social and academic outcomes for all students.\nThis framework is an integral component of the CEDoW Student Pastoral Care and Wellbeing Policy, which articulates the need for schools to ‘play an active role in building a positive learning environment where the whole school community feels included, connected, safe and respected’.\nAll staff at our school work together to explicitly teach, affirm and correct agreed behaviour expectations across school-wide, classroom and non-classroom settings, based on our school rules that underpin who we are and what we do at St Thomas More.\nStudents at St Thomas More follow explicit behaviour expectations based on the following school rules that our community has agreed to:\n- RESPECT YOURSELF\n- RESPECT OTHERS\n- RESPECT OUR SCHOOL ENVIRONMENT\n- BE SAFE\nOur school’s positive and supportive PB4L framework allows for a planned way to meet the behavioural needs of all children in our school. Staff use the framework to support students in their academic and social formation, taking time to explicitly model appropriate behaviours and allowing them opportunities to practise these in all school settings. Students in Years 3-4 also act as mentors for our younger students as they adjust to the routines of primary school, taking on a ‘buddy’ each year from Kindergarten.\nStaff use positive reinforcement to provide feedback to students on their behaviour, either verbally or through the use of a behaviour reward system. Class Awards, Principal's Awards, Stewardship Awards, Badges and Medallions are presented to students at our weekly school assemblies.\nParent and carer support is an integral part of the success of PB4L at our school, and we thank you for your ongoing cooperation and support.\nRead more about the Positive Behaviours for Learning (PB4L) Framework here."

"The world in which we live poses little threat to most people, but here at Thames Valley Police we commonly deal with people who have become victims of crime.\nWhile we always do our best to support these people and investigate the crime thoroughly, we would much rather they were not victims at all.\nYoung people in particular are a group at greater risk to some crime types, and can actively be sought by some criminal types. Even their own actions can, whilst quite innocent in intent, make our children vulnerable, or create opportunity for them to be exploited.\nWith prevention in mind, we have pulled together a series of interventions for educational establishments. These interventions are intended to support professionals with the delivery of topics that will help develop a basic level of knowledge and understanding of risk awareness in our children to help them make informed healthy choices to stay safe.\nThe interventions cover both primary and secondary ages and although some of the materials have a financial cost, many don’t, so please take a look and see what you can use to ensure your students stay safe and don’t become the next victim.\n**At the bottom of the list (on the above link) there is a section available for parents and a kids corner, please feel free to let your children and parents know this site exists so we can all help keep our children safe.\n(Please note this is just a selection of material available to assist in these areas, Hampshire Police also have a fantastic selection of lesson plans available for your use, they can be found following this link http://www.hampshire.police.uk/internet/advice-and-information/safe4me/)"

"Equity & Family Needs\nIn light of the impact of the COVID-19 pandemic, Horry County Schools is committed to working with students and families to keep educational equity front and center by providing assistance, resources, and partnerships by focusing on the following:\n- Response teams will work with family needs at each school.\n- McKinney-Vento students will be monitored to ensure that they have access to resources and that liaisons continue to serve homeless students.\n- Address discrimination, biases, and student conduct.\n- Improve digital access and connectivity and consider alternative means if digital access is unavailable to students/families.\n- Provide resources and materials to those students identified as needing assistance (school supplies, clothes, food, etc.). Identify and share community resources to help meet the needs of students and families.\n- Provide cultural response and outreach by ensuring awareness of the diversity among families. Address potential barriers by providing information in various languages.\n- Assess and support student and staff social-emotional needs.\n- Ensure communications appropriate to students and families with disabilities, including assistance for the visually and hearing impaired.\n- Provide methods of feedback from stakeholders."

"CAP teaches children to recognize and deal with dangerous situations. Using role-plays and songs, children practice standing up to a bully, safety rules around strangers, what to do if they are experiencing \"unsafe\" or \"secret\" touches, and who to go to for help when needed (mom, dad teachers, counselor, etc.\nhelps children to recognize dangerous situations and keep themselves safe.\npromotes the belief that we are all responsible to empower children with strength and confidence.\nteaches children to watch out for tricks and persuasive tactics that can be used to lure them into dangerouse situations.\nteaches acceptance and understanding of disabilities and diversity.\nhelps students realize the negative side of social media including the permanence of posts on the web.\nencourages awareness of how actions and words can have devastating effects on others.\nClick on the box above and get some quick facts about our program!\nStorey County Outreach\nLyon County Outreach\nPreschool and Parent\nWe have been serving the elementary classrooms in Storey County for many years, providing curriculum and services to the community of Virginia City.\nIn school year 2013-14, CAP successfully piloted a program of outreach and looks forward to serving the communities of Fernley, Dayton, Yerington, Silver Springs and Smith Valley.\nUpon request, CAP is able to provide developmentally appropriate programming to preschool or private schools. We also have presentations available for parents to help them empower their own children to stay safe."

"Our centre's maintain developmental records for individual children in our care.\nOur educators become aware of children's interest by observing and listening to children's play, interactions within the environment and information provided by parents.\nThis will be documented in the form of written observations, photographs, examples of children's work e.g. portfolio and daily evaluations.\nIndividual development records are available for parents to discuss with a staff member, if requested.\nThe Early Years Learning Framework (Being, Belonging, Becoming) describes the principles, practice and outcomes essential to support and enhance young children's learning from birth to five years of age, as well as their transition to school. The framework has a strong emphasis on play-based learning as play is the best vehicle for young children's learning providing the most appropriate stimulus for brain development.\nOxford Multicultural Childcare provide a written program using the following guidelines:\nChildren's investigations are documented and displayed throughout the centre. This allows parents to see children's involvement and learning and allows them to follow through with their child's interests.\nOxford Multicultural Childcare adhere to the National Quality Standard, and have implemented a Quality Improvement Plan (QIP), which is an ongoing improvement document under continual review. The Quality Improvement Plans are available for viewing.\nStarting school is a significant milestone in the life of any child and family. Our school readiness program refers to daily-programmed activities and experiences that are implemented throughout the year, encouraging the developmental skills that are optimal for children to retain before commencing school.\nFor children attending school the following year, we will implement a 'transition to school program' which is additional activities and experiences offered to children to help prepare them for a smooth transition to a school environment.\nThe school readiness programmes still maintain our open-ended, individual learning model, whilst also providing a small group structured environment where the children can develop and practise skills to follow teacher direction and complete tasks.\nYour child will enjoy a fun introduction to:\nOur education and care service will liaise with local schools to develop a smooth and comprehensive transition to school program. We work in collaboration with families to support the individual strengths and needs of each child and provide a high quality program to help children experiencing the transition to kindergarten and more formal learning.\nYoung children need daily outdoor experiences to enhance their rapid physical development.\nAt Oxford Multicultural Childcare the outdoors is viewed as a place for the children to grow and learn, that is why staff create outdoor learning environments that are engaging and interesting. Outdoor experiences will be planned to;\nThe preschoolers have access to our computers and touchscreens using early childhood literacy and numeracy programs. Children will complete many interactive experiences on the programs throughout the year.\nTechnology and Media items will only be used as an extension to the daily program assisting in development of social, physical, emotional, cognitive, language and creative potential of each child. Technology and Media items will be incorporated as an additional resource, not a substitute.\nGuidelines for use:\nTimeframes for ‘screen time’ according to Australia's Physical Activity and Sedentary Behaviour Guidelines are:\nChildren are “growing up digital”.\nChildren will be taught healthy concepts of digital use and citizenship.\nOnly quality developmentally appropriate interactive media will be used.\nWe operate as an open door policy, where families are welcome to visit our service. We believe families are children's first teachers and therefore embrace family involvement and participation within our curriculum.\nWe value your ideas, suggestions and contributions into all aspects of our service. If a child has a special interest that a parent wishes to share with us you should let the educators know so that they can incorporate this into your child’s programs.\nEffective relationships between families and educators are fundamental to the quality of education and care that the children receive. Families can provide invaluable information about children's interests, strengths, abilities as well as feedback that assists teams to develop improvement plans that are practical and focussed on meeting the needs of all children and their families.\nFamilies are always welcome to spend time in the service and share special moments with their children. We also host many special days and celebrate a variety of events throughout the year for which families are most welcome to attend.\nAll our rooms have a daily reflections journal for parents to read and provide feedback at the end of the day, you may also like to use the knowledge you gain from this book to converse with your child about their day.\nEach child will be given an assigned parent pocket for receipts, newsletters and messages. The parent pockets should be checked regularly.\nOur Daily routines although flexible provide security and continuity for the children. Routines vary so please make enquiries with your local centre's Nominated Supervisor."

"Personal, Social, Health and Economic education (PSHE)\nAt Notre Dame, the teaching of PSHE is an essential part of the development of the whole person. We are proud of being a school which provides strong pastoral support for our students, in the process of developing confident young women who are equipped to deal with the rigours of life and further education. Some of the events recently organised for PSHE include programmes such as: coping with stress during exams courses, a concert by the band ‘Concept’ to highlight the dangers of drugs, alcohol and smoking, PSHE interactive group projects, and various other engaging and enlightening activities.\nThe focus for PSHE is to equip students to essentially deal with and understand the following:\n- Self (promote children and young people’s wellbeing) e.g. healthy eating\n- Relationships e.g. Friendship\n- Society (promote community cohesion) e.g. Human Rights\n- Environment e.g. global warming\nThe PSHE lessons at Notre Dame cover all four of the above areas and our aim is to enhance the entire curriculum, especially in terms of citizenship."

"Sitwell Infants recognises that we live in an increasing global society where communities are becoming more and more dependent upon working together. Our children need to be provided with opportunities to understand what it means to be a global citizen and develop attitudes where stereotyping and racism do not exist. Learning about the global dimension provides the basis for spiritual, moral and social development and provides a real life focus for many other curriculum activities.\nBy embedding the global dimension within Sitwell Infant's curriculum, we aim:\n- To raise pupils achievements, attitudes and behaviour.\n- To encourage within pupils a moral and social responsibility for the world around them and to encourage respect and curiosity for cultural, linguistic and religious diversity.\n- To help pupils to understand the issues of human rights and make them more aware of the wider world in which we live.\n- To raise the profile of the school in the local community by sharing work undertaken and inviting the community into school.\n- To provide a commitment to good environmental practice such as procedures for recycling, waste reduction and energy saving.\n- To ensure that the cross curricular curriculum incorporates elements of the 8 key concepts of Global Dimension and promotes knowledge and understanding of and positive attitudes towards diversity.\n- To ensure that teacher's planning and delivery accounts for global citizenship and diversity.\n- To enhance the professional development of all staff by continuing professional development through INSET, awareness-raising sessions and in-house training from colleagues.\n- To develop partnerships with schools abroad and welcome visitors from other countries into school.\nThe above aims also form significant markers in other school policies such as our Anti Bullying, Child Protection and PSHE."

"The early teenage years are a time of great change for young people.\nOur pilot schools have made a number of suggestions to help high schools ensure they are meeting students' needs:\nClear communication - by defining a clear Junior Secondary model, and roles and responsibilities within it, our teachers can better understand their role and how they can contribute to planning, teaching practices and learning environments.\nTeaching models – a strong teacher-student relationship is essential and our pilot schools recommend a core-partner teaching model where two teachers divide teaching and care duties.\nTeaching approaches – high school brings with it many new responsibilities and students will need to be taught a number of new skills to meet these including how to manage a diary and due dates, and new ICT skills.\nLeadership – by creating authentic and purposeful roles focussed on service students get both an ability to learn new skills and provide service back to their community.\nStudent wellbeing – a comprehensive program is essential for students to feel a sense of belonging. Our pilot schools recommend that there be a dedicated timetabled subject so that every student receives the same messages – supported by a multi-layered approach where messages are woven into relevant subjects and activities.\n\"Make sure your teachers all have a full understanding of adolescent needs and development. We can't underestimate how much of a significant role it plays in everything we do with students on a day-to-day basis. Develop a strong pastoral care program and monitor how students are progressing with it. Don't forget about creating leadership roles across all year levels.\"\nJamie Pukallus, Head of Department Curriculum – Crow's Nest State School\nNeed more information?\nThe following pages will provide more information about the move of Year 7 and how we will support our young Queenslanders. We will:"

"FCSP: Family Community Support Program\nThe goal of this program is to assist children/adolescents who are at risk for out-of-home placement to live successfully in their home, remain in their community and attend their local school.\nCTSS: Children’s Therapeutic Services and Support\nThe goal for the CTSS individual program is to provide skills to increase a child’s ability to cope with their programs, develop daily social skills and help them grow emotionally, socially, behaviorally and academically. CTSS provides skill building for the family of a child with a mental health diagnosis.\nSLMH: School Linked Mental Health Services\nThese services are designed to co-locate mental health services and resources within the school setting during the child’s school day. It also allows teachers, parents and others involved in the child’s care the ability to collaborate and integrate successful treatment strategies into the school and home environment.\nBirth to 5 Program\nResearch tells us that children’s primary relationships are the basis for all further development and helping children early can make all the difference. This is a child’s developing capacity to self regulate and express emotions appropriately, form strong relationships and attachments, interact and explore their environment. Services are provided in an outpatient clinic, the home, daycare, school and in the community.\nTrained Birth to 5 Therapists can provide:\n- Diagnostic Assessment\n- Family Therapy\n- Identification, Treatment and Prevention or Mental Health Developmental or Relationship Difficulties\n- Help with Discipline, Aggressive Behaviors, Sleep Disturbances and Social Skills\n- Encouragement of Secure Relationships\n- Trauma-Informed Child Parent Psychotherapy (TI-CPP)\nEIBDI: Early Intensive Behavioral and Developmental Intervention\nEIBDI Services focus on support that helps a person with ASD (Autism Spectrum Disorder) or related condition:\n- Interact with others\n- Learn and Play\n- Improve Functional Communication\n- Build Independence\n- Focus on goals that lead to an improvement in a person’s quality of life\n- Have their wishes honored in family, school and community life\nITFC: Intensive Treatment in Foster Care\nIntensive Treatment in Foster Care focuses on treating trauma. In recent years, a greater understanding has been developed on how to effectively treat children who are suffering from trauma. Intensive Treatment in Foster Care makes it possible for the service to be available in a traditional or treatment foster home, relative or kinship foster home, or a home licensed by a county, tribe or child caring placing agencies. This service requires a minimum of six hours of contact time within one week and a minimum of three sessions.\nServices for the child include:\n- Psychotherapy (Individual, Family, Multifamily and Group)\n- Psychoeducational Services (Individual, Family, Multifamily and Group)\n- Crisis Assistance\n- Clinical Care Consultation"

"Core Services: Educational, Physical, Behavioral, Mental Health, & Extracurricular\n21st of June 2017\nThe Continuum of Care Reform (CCR) was designed so that children living out of their home would be provided the most appropriate placement in committed nurturing resource (foster) homes. Services and supports will be tailored based on each child’s needs. All of these services and supports fall into 6 Core Services: mental health, transition support upon entry, educational/physical/behavioral/extracurricular support, transition to adulthood support, permanency support, and Native American child services.\nThe Trinity Youth Services (TYS) team, along with our resource (foster) families, will directly provide the core services and support to children, Non-minor Dependents (NMD) and their families, fulfilling the requirements of the CCR.\nLast month we outlined the second core services, transition support services and what that entails. This month we will look at educational, physical, behavioral, and extracurricular support. This core service covers a wide range of items that will help each child feel more “normal” in foster care.\nTYS will ensure that resource parents enroll school-aged children within three school days. The Treatment Foster Care Social Worker (TFCSW) will assist the resource parent if the school does not enroll the child immediately. TYS will ensure that children have access to the same academic resources as other students. TYS will ensure that if a child is struggling in school, the TFCSW along with the Child and Family Team will request that the school hold a Student Study Team (SST) meeting and/or an assessment for an Individualized Education Plan (IEP). The TFCSW will ensure that tutoring services are received, if needed. The TFCSW will assist youth in vocational and/or college preparatory tasks. The TFCSW will ensure that children and youth are receiving life skills training by the resource parents.\nPhysical, Behavioral, & Mental Health\nThe TFCSW will ensure that resource parents obtain all medical, dental, behavioral, and mental health services that the child needs with set time frames. The TFCSW will ensure that all children and youth have support and advocacy with respect to prompt and culturally sensitive interventions when being bullied for any reason, such as physical characteristics, foster care status, sexual orientation/gender identity expression (SOGIE), race/ethnicity, or age. Resource parents and the TFCSW are to work closely together to serve the needs of the children. Whenever there is a concern or question the resource parent should be notifying their assigned TFCSW.\nPart of normalizing the children’s experience in foster care is to get them involved in activities or groups either at school or in the community. Schools have a variety of clubs children can join—choir, art club, or sports. In the community, there are various recreational activities—swimming, baseball, softball, or Girl or Boy Scouts. Resource parent must include the children in making the choice of what type of activity interests them. Being involved in such activities helps the children feel connected to other people and make friends with other children with similar interests. Many communities offer short classes through their parks and recreation departments, this is an inexpensive way to expose your children to a variety of activities.\nMy next blog will cover transition to adulthood support. This topic dives into the important support offered to TYS youth as they obtain independence.\nJackie Jakob, Foster Care and Adoptions Director\nHaving over 20 years’ experience, Jackie currently oversees Trinity Youth Services’ operations of foster care and adoptions programs throughout Southern California and in Houston, Texas. She received a bachelor’s degree in law and society from University of California Santa Barbara, a master’s degree in social work from California State University Long Beach and recently became a Licensed Clinical Social Worker. Jackie enjoys spending time with her husband and two children attending various baseball, softball and judo meets. She is on the parent board for a judo dojo and is one of the troop leaders for her daughter’s Girl Scout troop. Additionally, she really enjoys running half marathons and aims to run 4 to 5 races each year.\nTel: 909.825.5588 | Email: [email protected]"

"Support and Welfare\nDESC is centred around our ‘core services’ with include medical, counselling, special educational needs and guidance (which includes careers and personal and social development). Our aim is to ensure all students have access to support, as and when this is needed, in order for students to be able to engage with the curriculum. Happy, motivated and engaged students make better learners and when students have the right mindset, staff can create excellent classroom environments and get the best outcomes possible.\nExaminations and results are of course important, but the DESC model puts ‘happiness’ at the centre of our experience not results. Our ‘Four 2 Grow’ curriculum allows staff and students to engage in developing dispositional skills and attributes alongside subject knowledge. We also emphasise the need to engage in a diverse range of experiences and this concept is supported with the co-curricular (ECAs) activities and opportunities to learn outside the classroom in local and international contexts.\nStudent Advisors – Information for Parents\nStudent Advisors are a school based service which offers students support in a place that is familiar and safe. We are qualified professionals who have experience working with children, young people and their families.\nDESC Student Advisors offer students the opportunity to talk about things that are of concern to them, in confidence. What is spoken about will depend on the individual, but common themes are stress, friendships, family, change, loss, feelings about self and school life.\nStudent Advisors – Information for Students\nA DESC Student Advisor is someone who you can talk to in a different way, someone who will listen to you very carefully, who will not judge you or tell you what to do. Student Advising is about helping you to work things out for yourself, making decisions and choices and helping you to look at things differently. It can help you to feel better about yourself."

"Celebrating the Coronation of King Charles III\nThe school takes opportunities to actively promote British Values through our daily assemblies and whole school systems and structures such as electing and running a successful School Council. We also actively promote the British Values through ensuring that our curriculum planning and delivery includes real opportunities for exploring these values. Actively promoting British Values also means challenging pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views. All staff carry out annual Prevent training and resources are used in the classroom to look at issues such as stereotyping people by their colour and sex.\nAt Lawford C of E Primary School, these values are reinforced regularly and in the following ways:\nDemocracy is an important value at our school. Pupils have the opportunity to have their voices heard through our School Council. The elections of members of the School Council and Sports Leaders are based on pupil votes. The children have worked together and agreed two sets of codes which we at Lawford Primary School actively work and live by; these are our ‘Behaviour and Playtime Codes’. These codes are available in each classroom and actively used by children and adults influencing what is an agreed acceptable behaviour.\nThe Rule of Law:\nThe importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced throughout regular school days. We work with the children to recognise when they have not followed our rules and the impact this has on others. There are also visits from authorities such as the police, fire service, lifeguards etc. are regular parts of our calendar and help reinforce this message.\nPupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching and PSHE lessons. Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs, involved in child–led learning, e.g. and planning and delivering child led assemblies and suggesting the projects that the eco council adn school councils will work on and the charities we will support.\nPart of our school ethos and behaviour policy are based around core Christian values: ‘love’, 'trust', 'hope', ‘service’ and 'community' These values determine how we live as a community at Lawford C of E Primary School. Collective worship follows the church year and 'iSing pop' resources as well as Picture news - which makes specific links to British Values throughout the year. Children and adults alike, including visitors, are challenged if they are disrespectful in any way. .\nTolerance of Those of Different Faiths and Beliefs:\nThis is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity in our local community which is by large white British. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE.\nWe celebrate ‘European Day of Languages’ as a whole school encouraging children to research and discover differences and similarities between us and our European neighbours. Likewise we use opportunities such as the Olympics and World Cup to study and learn about life and culture in countries such as Brazil."

"Student Health Services\n- Assessing individual student health and developmental status\n- Conducting state mandated physicals and screenings (e.g., height, weight, vision, hearing, body mass index and scoliosis)\n- Assuring that necessary physical and dental examinations are completed\n- Developing health plans for students with health conditions\n- Coordinating prevention and control of communicable diseases\n- Developing a system of first aid and emergency care\n- Participating in health education\n- Recommending new and updated health policies\nSchool Nurse Contact Information\n610-828-0362, ext. 5002\nThe Role of School Nurses in the Colonial School District\nCertified School Nurses (CSN) are responsible for the state mandated health services in the Colonial School District schools. They are registered nurses with baccalaureate degrees and additional educational requirements. They are certified by the Department of Education and have extensive backgrounds in school health, health education, counseling and the use of community resources.\nIn addition to state mandated responsibilities, the School Nurse is actively involved in Child Study Teams, Student Assistant Teams, crisis intervention and assisting students to recognize and address a variety of health problems."

"Healthier Students Learn Better\nCherry Creek School District maintains the model of a school nurse at every school. Registered nurses work with students & families to help remove health related barriers to learning.\nThe following are some of the responsibilities of the school nurse and health clinic staff:\n- Provide acute and emergency care\n- Administer medications per provider orders\n- Reduce the incidence of vaccine preventable disease through immunization compliance.\n- Develop and implement Individualized Health Care Plans (IHPs) to reduce the impact of health conditions for our students\n- Provide state directed vision and hearing screenings\n- Promote healthy habits in our school communities\n- Monitor our communities for infectious and reportable diseases\n- Train & delegate unlicensed assistive personnel\n- Provide care to students with health conditions\n- Assist families to access health resources in their community\n- Participate as active members of school special education and safety teams\n- Maintain clinic preparedness for potential emergencies\nParents/Guardians can access healthcare forms at the school clinic or from the links below."

"Welcome to UCSD #6 Health Services\nHealthy Students Are Better Learners\nHealth is essential to optimal learning. Health Services are available to all students within Uinta County School District #6. We have 2 district registered nurses who strive to maximize each student's potential by removing health-related barriers to learning. When meeting the student's health needs during the school day, our registered nurses also use the opportunity to teach students to make wise choices that will be beneficial to their future health. The following are the primary responsibilities of the school nurse:\n- Provide acute and emergency health care\n- Assess students' health to identify and address health-related obstacles to learning\n- Maintain health office preparedness for potential crises\n- Develop and implement Individualized Health Plans and 504 Plans to reduce impact of chronic and episodic health conditions upon academic achievement\n- Administer medications\n- Train additional personnel to administer medications safely so that students with medical needs can participate in extracurricular school activities\n- Screen students’ vision and hearing\n- Provide medical care that allows medically-challenged students to attend school (i.e. trachea care, catheterization, G-tube feedings and wound care)\n- Prevent contagious illness and injuries through surveillance and implementation of appropriate precautionary measures\n- Maintain state mandated immunization records and other health assessment data\n- Assist families to locate health resources in their community\n- Educate individuals and groups about health issues in order to increase their health literacy.\nParents and guardians can obtain frequently requested documents from their school health room or from the links above."

"Welcome to the District's Health Services Department\nHealthy children are optimal learners. The District Health Services staff works with students, families, staff, and the community to ensure that children's health needs are met so that they can attend school and be healthy and ready to learn. Student services include a variety of supports for students to help eliminate any barriers to learning that a student may encounter over the course of their pre-kindergarten to 12th-grade education. These supports are for both students and families and include services provided in collaboration with community agencies.\nThe occurrence of health conditions affecting our students is similar to occurrences nationwide. The District has students with chronic health conditions, such as diabetes, cerebral palsy, spina bifida, genetic syndromes, immune disorders, heart problems, asthma, other respiratory problems, seizures, severe food allergies, ADHD, and so on. Mental health conditions, such as depression, anxiety, and substance abuse also affect an increasing number of students.\nThe District employs a Health Services Specialist and 13 full-time school nurses who provide health care to all buildings and off-site programs. The buildings are divided between the nurses so that the nurse can be a member of the building team and provide continuity of services to students. Building secretaries and health paraeducators administer medications and provide first aid to students. One-on-one health paraeducators provide direct care to students with more severe health conditions and physical limitations. The nurses provide staff training and ongoing supervision of all staff delivering health services. The nurses respond to emergency situations in buildings and provide advanced first aid. The nurses also provide direct nursing care to specific students, care coordination, health record maintenance, and health promotion across the District.\nHealthy Kids School-Based Health Clinics are an extension of the traditional health services provided in the district. The Clinic is a community collaboration that provides free health care services, including physical health, mental health, dental, and vision care to uninsured and underinsured children in Johnson County. Learn more: Healthy Kids School-Based Health Clinics.\nIf you have any questions about health services or would like more information, please contact:\nJessica Jimmerson, Health Services Specialist"

"To support our students, our schools must be able to address health and wellness. Our staff provides learning environments where wellness is an essential foundation to the division’s core mission of improving life chances for all. Wellness in WRSD isn’t just an occasional health lesson or physical education class it is part of math, science, lunch and everything in-between.\nThis comprehensive school health approach supports healthy school communities through the following components:\n- Social and physical environment\n- Teaching and learning\n- Partnerships and services\nHealthy Children are Better Learners\nHealthy school environments help students succeed academically and prepare youth to make healthy choices as adults.\nHealthy children and youth\n- have better attendance\n- Have better concentration\n- Participate fully in learning\n- Perform better in school\n- Become lifelong learners\nEducated children and youth\n- Are sick less often\n- Lead healthier lifestyles\n- Become proactive about health\n- Become healthier role models\n- Enjoy a greater quality of life\nWe have heard from our communities in recent surveys that, “This initiative has helped provide support to youth and their families in crisis and pre-crisis situations. It gets the help to where it is needed.”\nThe strength of our school learning environments can be seen in:\n- Our breakfast program\n- Family Wellness Workers\n- Having daily physical education\n- Allowing students opportunities to be part of the community\n- Teachers that are truly invested in kids’ lives\nStaff - Healthy Connected Members of the School Community create the networks necessary to support students throughout their learning experiences.\nCommunity - Having Collaborative relationships with community support “experts” that support the school and students reach their goals.\nHome - Provide supports and resources necessary for families to support successful students.\nFor more information or if you have any questions on Wellness please contact our Director of Wellness & Human Services, Darlene Ferris.\nFor more information about general school health in Breton, Drayton Valley and surrounding area please contact School Health Facilitator and WRSD Contact, Jessica Doucette at 780-514-7234 or [email protected].\nFor more information about general school health in Caroline, Condor, Leslieville, Rocky Mountain House and surrounding area please contact School Health Facilitator, Robyn Mcbride at 403-746-4017, Cell: 403-846-2009 or [email protected]."

"Action research isn't about searching for information or digging into library research books, but it involves teachers systematically searching for ways to improve their skills, techniques and strategies, how things can be done better and more effectively in the classroom or school. Teachers and schools need to periodically ask what can improve the level of teaching and close gaps. This research can be done on an individual level, by a team with a group of teachers, as well as with administrators. Action research can also be initiated on a school or district level.\nOne topic for action research that can be initiated is how to personalize instruction to match the diverse needs of students. Each student has unique skills and needs in education. Howard Gardener's theory of multiple intelligences considers the idea that every child learns differently. Some are visually oriented; others are auditorily adept; and some do better with hands-on projects. A research project might be a fine way to instruct one student, but building a model or putting together a poster might be a better way of reaching another student. By discussing the distinctive needs of individual students at team meetings or after school within grade levels between teachers of various disciplines, a consensus on how to help individual students can be achieved.\nAnother action research project can be what can be done in the classroom or on the school level for parents to be more involved with their children's education. You can ask if you as the teacher are able to communicate with parents easily, and are the parents comfortable communicating with you. Do you have access to phone numbers and addresses of all parents, and, if not, how can that situation be rectified?\nAnother topic for action research is homework. Are students completing their homework, and if a significant percentage are not, what can the teacher or grade level team do to help parents better oversee and help with their children's homework routine? What can be done to increase the quality of their homework? Communicate with the parents to see if they are involved with the children's homework, and if they know whether or not their children are doing their homework regularly.\nElectronic Devices in the Classroom and School\nSome classrooms and schools have strict policies on the use of electronic devices during the school day, in the classroom, in the hallways and on school property in general. Other schools and classrooms are more liberal and adopt the attitude that as long as the student doesn't \"get into trouble\" and finishes his work, it isn't of importance. One grade-school principal stated that the school had declared a figurative \"war on electronic devices\" for texting and listening to music in the school, because these proved to be distracting to students, infringing on their ability to concentrate and do meaningful schoolwork. Examination of school and classroom policies on electronic devices, music media units and hand-held video games, then, is a potent topic for an action research activity for individual teachers, schools and even school districts.\n- Jupiterimages/BananaStock/Getty Images"

"Best practices are shared with the local schools to improve and provide a better quality of education and form of teaching and learning. An area to pinpoint and focus on is homework and home-learning; a strong homework policy and management can increase engagement in schools.\n1. Understanding The Objective of Homework\nIt is important to remember what the achievement and outcome of setting homework should be and for students to realise that is a valuable period of time that should be set aside for continued learning outside of the classroom. It is an opportunity for the student to work independently, conduct their own research and plan their work. It is their time to take initiative and work alone, and the work that they produce and hand in enables the teacher to have an understanding of where their student stands academically and where there are gaps that could use a little more nurturing.\nHomework should be challenging and not straight from a book or a continuation of classwork. Teaching Schools can help their neighbours set quality homework through the sharing of resources; they can observe what homework was the most challenging and engaging for the students, as well as what appeared to be inspiring and motivating, and share these resources with surrounding schools. Having a clear image of what proved to be successful can set a benchmark for what kind of homework is challenging to students and what could and should be set in the future.\n2. Tracking and Monitoring of Homework\nThe tracking and monitoring of homework in a school can be quite difficult to keep up with especially with there being such a large number of students to monitor and so many homework excuses for them to ride on. At times, many students get away with not completing homework to the best of their ability let alone handing it in at all!\nHowever, it is not a lost cause! Many schools have systems in place allowing the Senior Leadership Team to track and monitor what homework is being set and what gets handed in; there are always ways to re-set the homework if it is not completed to a high standard. Outstanding schools can share these methods and tools used to carefully track and monitor homework to help the neighbouring schools make improvements upon the current homework policies that they may have in place.\nThis will challenge both the students and the teachers; the teachers will have to carefully consider what homework they are setting and what they hope to get out of it – their expectations and lasting results; the students will actually have to apply themselves and complete their homework and hand it in on time, otherwise face the repercussions of resubmitting or appropriate disciplinary action.\n3. Involving Parents in Homework\nTeachers can push students to work hard to a certain extent but parents are the ones who can give that extra shove. A strong parental involvement in homework can help increase the student’s learning capacity where the greater the involvement, the more likely children will feel inclined to get their work done. Often, parents want to be involved in their child’s learning and have an understanding of what they are getting up to, what they are being asked to complete in class and what they are expected to work on independently. They want to understand how homework will contribute to their child’s learning and what skills it will provide them with.\nAn Outstanding school may have a method of improving access to homework and other classwork for both parents and students. This way parents can see their child’s progress and what kind of homework they are being set. This will help both the teachers and the parents to advise students on time management and how to organise and prioritise their work. This method can be shared with a neighbouring school and can improve communication and relations between parents and teachers. They can then work together to increase the quality of teaching and learning for the student, whilst simultaneously improving student accountability and responsibility in regards to their work and keeping them engaged in their learning."

"Bourke Public School\nA. PURPOSES OF HOMEWORK\n· is a valuable part of schooling\n· allows for practising and consolidating work done in class\n· provides training for students in planning and organising time\n· develops a range of skills in identifying and using information resources\n· establishes habits of study, concentration and self-discipline which will serve students for the rest of their lives\n· strengthens home-school links\n· reaffirms the role of parents and caregivers as partners in education\n· provides parents and caregivers with insights into what is being taught in the classroom and the progress of their children.\nB. TYPES OF HOMEWORK\n1. At the beginning of each year the class teacher will inform parents/carers of the homework routine and procedures.\n2. The amount of time that students are expected to spend on homework will depend upon the age, ability, home environment and extracurricular activities of students, including family and cultural obligations. It is important that students of all ages have opportunities for free time, leisure and physical activities outside of school.\n3. Homework may come from a range of activities that may include completion of work, additional formal bookwork and tasks, reading, research, observation and data collection, designing and making and practising.\nExamples: Reading - oral, silent, comprehension\nSpelling - learning, writing, activities\nEnglish - including poetry\nCollecting pictures, cuttings\nParents and caregivers can help by:\n· taking an active interest in homework\n· ensuring that there is time set aside for homework\n· encouraging and supporting students to complete homework\n· providing, where possible, a dedicated place and desk for homework and study\n· encouraging their children to read and take an interest in current events\n· assisting teachers to monitor homework by signing completed work if requested and being aware of the amount of homework set\n· communicating with teachers any concerns about the homework and their children's approach to the homework.\nTeachers can help by:\n· explaining to students and their parents or caregivers the purpose and benefits of homework\n· ensuring students and parents or caregivers are aware of the school's homework policy\n· providing quality homework activities related to class work\n· setting a suitable amount of relevant homework\n· ensuring that students are aware of what is expected of them, and how their work will be assessed\n· marking homework promptly and appropriately, maintaining homework records and providing feedback to students and parents or caregivers\n· alerting parents or caregivers of any developing problems concerning their children's homework and suggesting strategies that they can use to assist their children with their homework.\nStudents can help by:\n· being aware of the importance of homework\n· being aware of their school's homework policy\n· completing homework within the given time frame\n· alerting parents or caregivers to homework expectations\n· seeking assistance from teachers and parents or caregivers when difficulties arise\n· showing their homework to their parents or caregivers\n· ensuring homework is of a high standard\n· organising their time to ensure that sufficient time is given to quality homework within set deadlines.\nRatified by the teaching staff 19/04/10\nRatified by the P&C 27/04/10"

"Within the academy we strive to create a learning environment, curriculum, experiences and relationships in which all individuals can find expression, be nourished and developed.\nThe academy commits itself to creating an environment for everyone that is characterised by our core values of Truth, Justice, Forgiveness, Generosity and Respect. These values have been used to determine this policy.\nHomework is work that is set to be completed outside the timetabled curriculum. It is important in raising student achievement. Homework develops students’ study skills and is an integral part of the curriculum. Homework is set at least once a fortnight, or more frequently for core subjects. Where necessary homework can be completed at the academy. Teachers publish homework instructions on Class Charts as well as informing students in the lesson.\nHomework enables students to:\n- consolidate and extend learning covered in class or prepare for new learning activities.\n- take ownership and responsibility for independent learning.\n- enhance their research and study skills e.g. planning, time management and self-discipline.\n- develop the confidence and self-discipline needed to study on their own.\nTeachers set homework that:\ngives students the opportunity to practice and/or apply what they have already learnt in class. offers students the opportunity to further explore their interests in relation to what has already been taught in class.\nencourages students to be creative and take risks or to freely explore a topic. prepares students for a topic that will be explored in class; this will assist students to identify what they already know about the topic or read about the topic prior to it being introduced in class.\nIt is very important that parents support their children to complete homework. Advice to parents is contained in a separate document named ‘Advice to parents about homework’.\nAdvice for parents about homework\nHomework and helping your child complete homework is a very important part of your child’s education. By encouraging your child to do their homework you will be helping them to practice and extend the skills and knowledge learnt in school, whilst encouraging them to be an independent learner.\nHomework is set regularly, at least once a fortnight, or more frequently for core subjects. Teachers post homework instructions on Class Charts. If you have concerns about homework, please contact the relevant subject teacher, subject leader or if it is across many subject areas, the Achievement Team Leader (ATL).\nParents can support their child with homework by:\n- knowing how much independent homework your child should be doing by logging into the class charts app (login and password available from the academy) and support them by monitoring that they complete the required homework on time. https://www.classcharts.com/parent/login\n- accessing useful website links such as: BBC Bitesize, Quizlet, Seneca, My Maths, PiXL apps are some of the many recommended revision sites which the teachers recommend for homework support. Full list of these sites are available once the student has logged onto the school website homepage. http://tsla.realsmartcloud.com/academy-apps-websites-cbr\n- finding out about the TSLA study zone clubs and encourage your child to attend especially if it is\ndifficult for them to work at home. Homework clubs also run in the local library.\n- being interested; ask your child what tasks they have been set.\n- encouraging your child to study independently by using the Internet and library resources, through the academy or the local library.\n- asking your child what they find difficult at academy and contacting the relevant class teacher for\nsupport or advice or raising these issues at a parents consultation evening.\n- encouraging your child to improve on their homework.\n- providing a quiet space for them to do their homework, where there is no television. If this is not\npossible then encourage them to complete homework in the academy at breaktime or after school.\nHomework can take a variety of forms, including:\n- Writing tasks; Completing worksheets and answering questions\n- Note-taking and writing up notes taken in lessons\n- Learning of newly taught content or vocabulary\n- A specific assignment or self-contained project or investigation\n- Research on a particular topic\n- Drawing or design work\n- Preparing for discussions or presentations\n- Online learning\n- Collection and collation of materials or resources\n- Revision, for example in preparation for assessments (tests and exams)"

"Home > About Us > Homework Policy\nRationaleHomework is typically defined as any tasks “assigned to students by school teachers that are meant to be carried out during non-school hours ”.This, however, does not include time spent on revision of school work or studying for tests and examinations.\nHomework plays an important role in the holistic development of a child. For a new skill or knowledge to have long-lasting effects, distributed and sustained practice is necessary. Furthermore, homework assignments have a positive impact on the personal development of the students. It helps to develop good study habits and foster independent learning. It also has the prospects to foster partnership between parents and school in the child’s learning, hence reaffirming the important role of parents in education.\nGuiding PrinciplesAs a general rule of thumb, the types and purposes of homework designed and disseminated are as follow, encapsulated in the acronym PEP:\n|Type||Purpose||Examples of Homework|\nProvide opportunities for students to gain background information on a unit of study so as to be better prepared for the coming lessons.\nProvide opportunities for students to pursue knowledge collaboratively and independently so as to build on their prior knowledge and allow for the application of higher-order thinking.\nProvide opportunities for students to reinforce learning or consolidate newly acquired skills or knowledge so as to facilitate the retention of facts and understanding of concepts.\nDaily Time AllocationAs the process of learning is cumulative and progressive, when assigning homework, teachers have to calibrate it against the students’ readiness as well as the level of proficiency needed of the task at hand. It is important to remember that it is the quality of learning and not the quantity of homework that matters.\nNon-Completion of HomeworkTeachers will work with students to find out the reasons for any non-submission of homework. If need be, a parent-teacher conference will be arranged. If the child is medically excused from school for an extended length of time, arrangements can be made on how the child can be supported with homework and other areas of academic needs.\nResponsibilities of StudentsStudents are to\n- understand what is expected for each task and ask questions to clarify expectations\n- inform the teacher if a task is not understood or if there will be difficulty completing it on time\n- record homework tasks in the students’ handbook, share the information with parents and return to school with the students’ handbook each day\n- establish a homework routine that is free from distractions\n- complete homework assignments to the best of their ability, in proper form, legibly written, grammatically correct and check for errors before submission\n- submit assignments on time\n- speak with teachers and/or parents regarding homework concerns\nResponsibilities of ParentsParents are to\n- create a home environment free from distraction, conducive for studying and completion of homework; with good light and space for studying (best that homework be completed at a desk or table)\n- set a regular study timetable each day that is not to be interrupted by family plans, school activities or television and with a definite beginning and ending time\n- supervise and provide on-going support for students’ learning\n- ensure their children have the materials they need to complete their homework (paper, coloured pencils, etc.) and a safe place to store them\n- be mindful not to overload their child with too many out-of-school activities\n- check their children’s students’ handbook for the daily list of homework assignments so that parents and children can both monitor progress on work\n- be encouraging and supportive, praising their children for their effort in completing their homework\n- work in partnership with teachers to support their children’s learning and development. If a concern is observed, contact the teachers to clear up any misunderstandings, troubleshoot problems and be better informed about the students' learning progress. Parents/Guardians who have queries about homework should not hesitate to make an appointment to see their child’s Form/Subject teacher(s).\n Cooper, H. (1989a). Homework . White Plains, NY: Longman."

"Homework is an opportunity to communicate between home and school so that all children can succeed. Work done at school will be reinforced at home with the support of parents and carers. This allows parents and carers the opportunity to join in with the exciting learning journeys of their children.\nWe aim to:\n· make sure each child is given homework to help support work in the classroom\n· make sure that the needs of individuals are considered\n· work in partnership with parents\n· provide opportunities for parents and their children to work together and enjoy a range of learning experiences\nTeachers will inform parents and carers when homework is set and when it should be completed by. Homework will usually consist of English and Maths activities though homework may sometimes be attached to current topic work. There will also be a weekly spelling list given out to learn."

"Assessments, Exams & Reports\nRegular assessment is viewed as a central and essential part of learning\nWe aim to develop each girl as fully as possible by encouraging her to achieve her best possible academic results; assessment is therefore used formatively to evalaute pupil progress. Teachers assess work regularly according to specific criteria which is explained to pupils and parents and during the course of the year may be base don pupil performance in tests, projects, independent research, coursework and homework.\nPupils in Years 7-10 take end of year examinations.\nInterim progress reports are issued at the end of Autumn and Spring term and a full report at the end of the academic year in July.\nPupils receive support from School in respect of homework in the form of personal guidance, access to resources, organisational support and study skills advice. Parents are requested to monitor their daughter's homework and to note any concerns or queries in her planner.\nOur major aims in setting homework are:\n- To raise achievement\n- To increase motivation\n- To develop independent study skills\n- To encourage a strong partnership between parents and School"

"Aims of the Department\n- To provide students with access to a subject, which gives a means of communication that is powerful, concise and unambiguous.\n- To encourage systematic thought and logical patterns of work.\n- To provide a mathematical environment in which a student may reach his or her maximum levels of achievement and understanding.\n- To help each student develop to his or her optimum, an appreciation and enjoyment of mathematics as a subject in its own right, so enabling future progression in the subject.\n- To develop independent thinking, pride in own work and co-operation between students.\nA number of school visits are arranged throughout the course of the year.\nAll classrooms have interactive whiteboards and projectors.\n- https://hegartymaths.com/ - used for homework but also provides support when students wish to revise or review the current topic\n- https://corbettmaths.com/ - Support for students at KS3 and 4, excellent for daily activities ‘five a day’\n- http://www.physicsandmathstutor.com/ – support for students studying at A level\nYears 7, 8, 9\nThe Year 7 and 8 students consolidate and develop mastery on work commenced in primary and middle schools in the following key areas:\n- Calculating or using and applying mathematics\n- Space shape and measure\n- Statistics or data handling\nIn Year 9 students begin work on the GCSE course, developing the following skills\n- Working logically\n- Finding patterns and rules to describe results\n- Processing and interpreting data\n- Problem solving\n- Manipulating algebra\nHow students are assessed\nStudents will be assessed via homework, assessments and tests on a regular basis throughout the year. Reports to parents on these tests would follow the school reporting system. We also encourage students to develop their self-assessment and peer assessment skills so that they can write targets for themselves and for others.\nEach pupil will be set the equivalent of 30 to 60 minutes of mathematics homework per week. This work will be assessed by either the teacher or the pupil and its existence / outcome recorded as appropriate. It is the pupil's responsibility to see that set work is completed satisfactorily and that work missed through periods of absence is recovered. It is hoped that parents would assist in these matters.\nHow parents can help\n- Checking that homework is done on time and to a satisfactory standard and assisting in any way they can to complete it if necessary.\n- Encouraging your child to revise regularly throughout the school term.\n- Ensure your child has the correct equipment i.e. pens, pencil, ruler, calculator, Mathematical Geometry set.\n- Ensure your child has adequate revision material to work from e.g. revision guide and practice.\n- Ensure that your child had a quiet place to study away from distractions.\nKS4 Maths 9-1\nGCSE Graded 9-1\nExam Board and Details: Edexcel (1MA1)\nMathematics is a Core subject and as such is compulsory at Key Stage 4. All students follow the Edexcel GCSE Mathematics course and this will begin at the start of Year 9. This Linear Course is examined by three written papers taken in Year 11.\nThere is no coursework to be completed. Tiers of entry for the final exam are Foundation (grades 1 to 5) and Higher (grades 4 to 9), students will be placed in the tier most appropriate for their ability based on their performance at the end of Year 9.\nThe course content includes topics on:\n- Ratio, proportion and rates of change\n- Geometry and measures\nKey Skills Students Will Develop\nIn order to be successful, students will have to demonstrate that they can select and use the appropriate mathematical methods needed in a range of situations. Passing GCSE Maths is a pre-requisite for most higher education courses and professional careers. Students will need to work hard consistently throughout the course in order to achieve their full potential.\nThe aims and objectives of the GCSE Mathematics course are to enable students to:\n- Develop fluent knowledge, skills and understanding of mathematical methods and concepts\n- Acquire, select and apply mathematical techniques to solve problems\n- Reason mathematically, make deductions and inferences and draw conclusions\n- Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.\nHow students are assessed\nThree external examinations, each of 1½ hours. The course content will be assessed across all three papers, paper 1 of which will be non-calculator.\nStudents will be internally assessed in class at regular intervals to monitor their progress using 50 marks from existing past papers but this will not form part of their final grade.\nHomework will be set on a weekly basis and should take between 1 and 1½ hours. The aim of homework at GCSE is to consolidate the learning in lessons and progress further through extension tasks.\nHow Parents Can Help\n- Encourage your child to practice, practice, practice. Even if they say they can do a task, insist they show you to prove they can!\n- Always check over work when it is completed. It is really easy to lose marks at the beginning of a paper. Carefully reviewing homework tasks with your child will help to establish this habit.\n- Owning a calculator is not sufficient; students need to know how to use it. This only comes through familiarity which is why we insist they use a calculator for classwork and not an iPad version. Students should bring their calculator to every lesson.\n- Encourage your child to show how they reached their solution. Usually there is only one mark for the final answer; the rest are for the working out.\n- Encourage your child to set out their work as they have been shown. The structure will help them to solve the problem successfully.\n- Practice questions at home which challenge their problem solving skills as well as the straight forward maths techniques, especially exam questions which can be accessed through past papers which will be shared via SHOWBIE."

"Homework is an important part of school life, contributing to student progress and attainment. It plays a key role in extending the knowledge, understanding and skills that are developed in school and provides opportunities for students to consolidate, enrich and extend their learning.\nAims of home learning\n- To help all students make progress;\n- To allow practice and consolidation of the learning done in class;\n- To extend learning from the lesson, e.g. The completion of past exam questions;\n- To embed key subject content in long term memory, e.g. The learning of vocabulary, spellings etc.\n- To reinforce, practise and develop mastery of key skills e.g. Calculations;\n- To engage in wider reading and research in preparation for future learning;\n- To allow students to gain and practise the skills and knowledge that they will be required to reproduce in assessment situations such as examinations;\n- To give students dedicated time to reflect upon learning, correct mistakes and act on feedback to make improvements;\n- To develop study skills such as independence, self-discipline, time management and working to deadlines;\n- To encourage students to take pride in their learning\nWhat support is available to support my child with their homework?\nAs a school we provide lots of support to assist all our learners with the completion of set tasks. Many departments offer lunchtime and after school support sessions, for all Key Stages, with members of staff. We also have homework club which provides a learning environment with accessible support and resources.\nHow can I support my child with homework tasks?\n- Help your child by going through homework and checking he/she understands what has to be done;\n- Reinforce and discuss the importance of completing homework in order to make progress;\n- Provide a suitable environment in which work can be done;\n- Monitor the completion of homework and contact your s child’s form tutor if they are having difficulties completing set work.hu\nHow and where should homework be recorded?\nHomework should be recorded in students’ planners. It should be recorded when the work is set and the date is due. This is so management of time can be planned very carefully and will enable both students and parents/carers to review the planner each evening to ensure that students meet each deadline for the following day.\nWhat type of work is set?\nHomework will always be meaningful, interesting and worthwhile. Homework tasks will vary between subjects\n- Consolidation of learning by applying knowledge and using skills to answer set tasks\n- Learning and revision for class tests and examinations\n- Improving work and responding to teacher feedback.\n- Learning the spelling and key subject terminology\n- Research in preparation for future tasks\n- Practise and develop skills\n- To practise examination questions.\n- Completion of controlled assessment and Non Examination Assessment tasks\n- Comprehension questions related to key learning etc.\nHomework is planned thoughtfully to enable all students to make progress. There is an expectation that regular opportunities for homework will be set in all subjects and as such a prescriptive timetable is not required. The type and frequency of the setting of homework will be monitored closely by Curriculum Leaders and Year Leaders."

"Portree Primary School- HOMEWORK POLICY\nWe recognise that in its broadest sense homework is any kind of learning which takes place out of school. However, for our purposes we will consider homework to be:\n- Work set by teachers and completed at home within an agreed timescale.\n- Work which reflects or develops class work and has clearly understood expectations regarding standards.\nThrough setting homework we aim to:\n- Encourage independence and good learning habits.\n- Consolidate work taught in school and therefore raise attainment levels.\n- Encourage and provide opportunities for parents to become involved in children’s learning.\n- Build pupil confidence by encouraging the discussion of school work and learning with parents.\n- Encourage pupils to take responsibility for their own learning.\n- Improve the organisational skills of pupils.\nHOMEWORK DIARIES AND JOTTERS\nEach pupil is assigned a homework diary to indicate the homework they have each night or over a weekly period. These should be checked by parents and signed as appropriate. From P4 onwards pupils will be responsible for updating their diaries. Teachers will periodically check how efficiently pupils are using their homework diaries. Diaries will also act as a communication tool for parents and class teachers.\nPupils will also be assigned a homework jotter which they are responsible for keeping in a good condition.\nClass teachers will be given flexibility regarding what system and format they use for homework and this will be indicated in a letter at the start of term.\nMAIN FEATURES OF HOMEWORK TASKS\nThe main focus and priority of homework tasks at PPS is literacy and numeracy with occasional work in other topic areas also covered. We understand that from time to time, it is difficult to complete all tasks. When this is the case, reading should be the priority and a short note in the diary from parents would be appreciated to give an update of what has been achieved.\nHomework should always be clearly understood by pupils and pitched at an appropriate level which offers a degree of challenge but also allows for consolidation. Tasks on the whole should be able to be completed by pupils independently, with little if any parent help.\nAT THE EARLY STAGES typical tasks will be:\n- Discussion using pre reading books and/or practising pages of reading\n- Reinforcing new words\n- Reinforcing sounds perhaps using a worksheet\n- Simple maths activities & multiplication tables\nAT MIDDLE AND UPPER STAGES typical tasks will be:\n- Reading practise\n- Maths e.g. tables, telling time\nFREQUENCY AND LENGTH OF TASKS\nWe are conscious of the fact that many of our pupils are involved in activities in the evening which are valuable to their education and overall development and wellbeing. Therefore, homework set should take no longer than 15 minutes per night at the early stages and 20 minutes at the upper stages.\nIndividual class teachers will give parents a clear outline of the homework expectations for their individual class at the start of each term. If pupils are struggling with homework in any way parents should contact class teachers to discuss this.\nThere may be differences in the expectations for homework within the EM department and the GM department.\nIt is also worth considering that younger children respond better to working in two or three short bursts rather than longer periods of concentration. It is important to pace homework over the course of the week.\nParents are also reminded that play is the foundation of all learning and any time spent playing games with children or being involved in role play situations is very valuable.\nHomework grids for extra literacy and numeracy tasks are available here for those who wish. Any additional tasks can be sent in for class teachers to see but these will not be marked by school staff.\nRecommendations for activities to support individual pupils’ progress can also be discussed at parents’ evenings, at other meet the teacher sessions or at meetings set up with teachers that have been arranged beforehand.\nDuring December, when lots of festive activities are taking place only reading homework will be undertaken alongside any Christmas preparation activities, such a learning the words of songs or other Christmas Concert preparation.\nHomework will also be reduced during the summer term, again with a focus on reading, in order to allow children to get outdoors to play and to be involved in extra- curricular activities.\nParents can support this policy and their children’s learning by showing interest in what they are learning and praising good effort.\nIf you would like to do extra homework activities, please find a grid of suggestions here"

"At Scantabout Primary School we believe that homework should be part of an enriched curriculum. In line with best practice our Homework Policy should be developed in consultation with all stakeholders.\n- To ensure that all children have the opportunity to complete homework following the current guidelines\n- To develop key skills through the completion of homework.\n- To develop links with home through providing homework tasks that can be completed with family members\n- To extend school learning\n- To ease the transition from Primary to Secondary school\n- To provide broad and balanced homework opportunities based on the National and Foundation Stage curricula.\n- To offer enjoyable and stimulating experiences that are accessible to all and cross curricular in theme and content when appropriate.\n- To develop a variety of skills through a progression of engaging and challenging activities.\n- To provide opportunities for children to explore their ideas and communicate these using a variety of media including ICT.\n- To encourage children to work to the best of their ability in order to promote increased attainment.\n- To value and share all children’s work.\n- To encourage children to evaluate their work in order to increase its quality and effectiveness.\n- To ensure that homework is an integral element of the work of the school and feedback is built in to future lessons\n- To ensure that the foundations of effective homework practices are established early on and develop progressively across the key stages.\n- To support children’s Social, Spiritual, Moral and Cultural development through participation and co-operation with others.\n- To develop children’s awareness of rights, Respect and Responsibilities as represented in Unicef’s Rights of the Child.\n- Homework activities should be planned in line with the school Learning and Teaching Policies.\n- The quantity and frequency of homework set is in line with current guidelines.\n- Homework activities should be accessible to all children regardless of race, gender, religion, ability and socio-economic group.\n- Children should be encouraged to participate to the best of their ability in homework activities and strategies to promote Individual Learning, including Special Education Needs (SEN) and Able Child support, will be used as appropriate.\n- Assessment for Learning strategies should be used to maximise individual progress.\n- Feedback from homework tasks should be provided to children and parents on a regular basis.\n- Activities may be differentiated by task and by outcome.\n- Children should have opportunities to use Information and Communication Technology (ICT) to support and extend their homework learning.\n- Children should be given opportunities to work individually or with their families on homework tasks.\n- Children’s spiritual, social, moral and cultural development will be supported in homework through providing opportunities to work alongside others.\nPolicy written by: Tina Thomas, Headteacher\nAgreed by staff and governors: Summer 2015\nThree year review due: Summer 2022"

"Killinarden Community School\nHomework Policy 2007\nThis policy arises out of preliminary meetings with homework Policy Group and teachers; a consultation process with Board of Management , teachers, parents and students. This policy will be subject to the usual regular review.\nThe ethos ofKillinardenCommunitySchoolis to put young people first and we see education as the key to their future. This vision is supported by the Board of Management, Principal and staff. As part of the learning process homework has wide educational value. It reinforces work done and builds students self esteem. Homework has the potential to strengthen the partnership in learning between parents and teachers\nPURPOSE OF HOMEWORK:\n- is a essential part of learning\n- allows for practising and consolidating work done in class\n- trains students to plan and organise their time\n- establishes a habit of study and self discipline that will be a lifelong skill\n- enables students to identify and use information resources\n- challenges able students\n- builds student self esteem\n- strengthens the links between home and school\n- enables parents and caregivers to be aware of what is being taught in school and to support the progress of their children.\nHOMEWORK IS MOST BENEFICIAL WHEN:\nit develops basic skills and extends classwork\n- it consolidates knowledge\n- teachers set homework that is appropriate to the age, level, and capabilities of the students\n- teacher expectations are well communicated\n- it is set on a regular basis and establishes a pattern of home study\n- it is corrected promptly and accurately\n- it is challenging and has a clear purpose\n- students take responsibility for their homework\n- parents are available to encourage and support their child’s study\n- it extends learning and encourages independent study.\nAMOUNTS AND TYPES OF HOMEWORK:\nThe amount of homework that students are given and the time it will require, vary depending on age, ability and year group. Students should also be encouraged to leave time for leisure and physical activities outside of school. As students move into Senior Cycle homework demands will increase. The following are suggested guidelines as to the amount of time that a student should spend on homework per day.\n- First Years One Hour\n- Second Years One and a Half Hours\n- Third Years Two and a Half Hours\n- Fifth Years Two Hours\n- Sixth Years Two and a Half Hours, as well as\nResearch and Project work\nme should also be given to homework/study at weekends especially in third and sixth year.\nThe three main types of homework are:\nPRACTISE EXERCISES: these give students the opportunity to apply what is learnt in class, revise and reinforce new skills and information, including\n- consolidating exercises e.g. maths / science learning formulae / tables\n- learning spellings and creating new sentences\n- revising information about a current topic\n- pracising vocalulary or phrases in Irish/French/Spanish\n- essay writing\n- reading for information or for pleasure.\nPreparatory homework: students prepare for a future lesson or topic by:\n- background reading\n- rereading a text e.g. poem, play\n- looking up information\n- collecting / preparing items e.g. material for experiment.\nEXTENDED ASSIGNEMENTS: especially in exam classes students should pursue knowledge individually and take responsibility for their learning by:\n- reading or writing a book review\n- making or designing an item e.g. for Art or Practical Subject\n- watching a film or documentary for History / Geography\n- using the library or internet to do research.\nWherever possible students should be encouraged to be aware of how to access information and to make best use of Public Libraries and educational web sites.\nEach of the partners in education has an important role in supporting the child’s learning:\nParents and caregivers can help by:\n- taking an active interest in homework\n- making sure that time is set aside for homework\n- encouraging students to do their best and complete the work\n- making a quiet place available, where possible, for homework to be done\n- supporting teachers by signing the journal or the homework when asked\n- communicating with teachers any concerns about homework\n- alerting the school to any change in circumstances which should be taken into account when setting homework.\nTeachers can help by\n- explaining to students the benefits of homework\n- ensuring that students and parents are aware of the schools homework policy\n- setting a suitable amount of relevant homework\n- providing homework that is related to classwork / revision\n- giving students sufficient time to complete homework, taking into account other activities and homework set by other teachers\n- marking homework promptly and appropriately\n- keeping homework records and giving feedback to students\n- alerting parents and caregivers to any developing problems concerning their child’s homework\nStudents can help by:\n- being aware of the importance of homework\n- being aware of the school’s homework policy\n- being aware that homework is an essential part of the learning process\n- completing homework within the given time frame\n- ensuring the homework is of a high standard\n- taking responsibility for their own work and seeking assistance when difficulties arise\n- organising their time so that sufficient time is set aside to complete\n- quality work/assignments\n- using the Journal to keep records and make notes about homework\n- using study skill seminars to full advantage by following the guidelines given\n- availing of supervised study / extra classes in exam years.\nKillinardenCommunitySchoolprovides a number of supports to encourage good homework / study among students:\n- rewards an incentives for good work\n- Study Skills Workshop in Exam Years\n- after school supervised study for Third and Sixth Year\n- Extra revision classes in school in third and Sixth Year.\nSanctions: where homework is not sanctions may be imposed. These will vary according to the age of student and the severity of the situation. The sanctions will include e.g. recording in Journal, note to parents, extra work, remaining after class at an arranged time to do the work, detention"

"The new Policy and Advisory Library (PAL) is now available. This page will be redirected to PAL from the start of Term 3. Make sure to update your bookmarks to the new PAL site.\nPurpose of this topic\nTo ensure schools develop a homework policy in consultation with their school community (including the principal, teachers, school council, parents/carers and students) and that the policy is communicated to all parents.\nPolicy template for schools\nA downloadable policy template for Victorian government schools is available on the intranet at: Homework Schools can modify the template to suit their local circumstances.\nAs part of a comprehensive and balanced curriculum within Victorian schools, homework is seen as one way of supporting and fostering life-long learning and connecting families with the learning of their children.\nThese guidelines provide information about fostering good life-long learning and study habits, the importance of administering level-appropriate homework to students, and the different types of homework that may be undertaken in schools\nSchools must have a documented approach to homework which takes into account the personal and developmental needs of students.\nThe setting of homework needs to take into consideration the need for students to have a balanced lifestyle. This includes sufficient time for family, sport and recreation, cultural pursuits and employment where appropriate.\nImplementation of good homework policy involves:\n- communication between teachers; between teachers and students and parents/carers\n- relates homework activity to what is taught in the classroom\n- sets up an element of challenge in the homework to be set\n- individualised homework activities/plans, aligned with individualised learning styles and abilities\n- links homework activities with prompt, appropriate assessment and feedback.\nThe school homework approach should be informed by a shared understanding and be regularly monitored through feedback from teachers, students, parents/carers and the school council as appropriate.\nRoles and responsibilities\nSchools can support students by:\nfostering lifelong learning and connecting families with the learning of their children, as part of a comprehensive and balanced curriculum within Victorian schools\nensuring the school’s homework policy is relevant to the needs of students\nadvising parents/carers of homework expectations at the beginning of the school year and provide them with a copy of the homework policy\nencouraging parents/carers of early primary school aged children to read to and with their children for enjoyment\nensuring that upper primary and secondary school students use homework diaries to provide a regular communication between parents and the school. Diaries may be electronic.\nTeachers can support students by:\n- equipping students with the skills to solve problems\n- encouraging real-life problem solving, logical thinking, creativity and imagination\n- setting varied, challenging and meaningful tasks related to class work to suit the students' learning needs\n- giving students enough time to complete homework, considering home obligations and extracurricular activities\n- assessing homework and providing timely and practical feedback and support\n- helping students develop organisational and time-management skills\n- ensuring parents/carers are aware of the school's homework policy\n- developing strategies within the school to support parents/carers becoming active partners in homework.\n- offering a wide range of opportunities for families to engage in their children's learning.\nParents can support students by:\ndeveloping a positive and productive approach to homework\nensuring there is a balance between the time spent on homework and recreational activities\nreading to them, talking with them and involving them in learning opportunities during everyday household routines and physical activity\ntalking to teachers about any concerns they have about the homework\nattending the school events, productions or displays their child is involved in\nensuring upper primary and secondary students keep a homework diary\ndiscussing homework with their child in their first language, if English is not the main language spoken at home, and linking it to previous experiences\nlinking homework and other learning activities to the families’ culture, history and language, linking with relevant services, clubs, associations and community groups.\nStudents can take responsibility for their own learning by:\nbeing aware of the school’s homework policy\ndiscussing with their parents or caregivers homework expectations\naccepting responsibility for the completion of homework tasks within set time frames\nfollowing up on comments made by teachers\nseeking assistance when difficulties arise\norganising their time to manage home obligations, participation in physical activity and sports, recreational and cultural activities and part-time employment.\nValue of homework\nThe current evidence and research shows that the quality of homework assigned is likely to be more important than the quantity. Research has established that homework has a positive effect on learning, particularly at the middle and secondary school levels (Xu, 2010; Zimmerman & Kitsantas, 2005). Although homework’s effectiveness has been challenged by educators, parents, and students (Kohn, 2006), it continues to be an important educational supplement used by most teachers to enhance the learning experience of their students (Patall, Cooper, & Wynn, 2010). Overall, the effectiveness of homework is enhanced by providing students with choices among homework tasks, which will result in higher motivational and performance outcomes, students’ autonomy, and intrinsic motivation (Patall et al., 2010).\nHomework helps students by:\n- complementing and reinforcing classroom learning\n- fostering good lifelong learning and study habits\n- providing an opportunity for students to become responsible for their own learning\n- developing self-regulation processes such as goal-setting, self-efficacy, self-reflection and time management\n- supporting partnerships with parents by connecting families with the learning of their children\nIt is not necessary to assign large amounts of homework; however it is important that homework provides students with opportunities to practice skills, review content and deepen understanding of concepts learned. Homework and practice can also help students to develop self-regulation processes, such as time management and study skills.\nThe table below describes quality homework practice for the different year levels.\nPrep to 4\n- can foster a sense of self-discipline and responsibility and prepare students for upper grades\n- enables the extension of class work by practising skills or gathering of extra information or materials\n- will mainly consist of daily reading to, with, and by parents/carer or older siblings\n5 to 9\n- should include daily independent reading\n- should be coordinated across learning areas in secondary schools to avoid unreasonable workloads for students\n- may extend class work, projects and assignments, essays and research.\n10 to 12\nas a general guide, from Year 10 to 12 would be expected to increase, and require from 1 up to 3 hours per week night with up to 6 hours on weekends during peak VCE periods."

"Character building activities refer to activities that foster morals and values in youngsters. These activities help youngsters develop emotional intelligence for handling all kinds of situations as they grow. A good way of engaging students in character development activities is to involve them in after-school activities that focus on instilling kindness, honesty, respect and empathy. Boys & Girls Clubs of Central Texas provide a variety of activities that focus on character development e.g. Goals for Growth, Keystone Clubs, Youth of the Year and more.\nListed below are ways in which character development activities benefit students:\n- Instill Values: As children grow and interact with different kinds of people in the society, they require certain values for healthy relationships. They need values like compassion, empathy, respect, honesty, discipline, etc. These can be taught through specific activities under the supervision of responsible adults. The Million Members, Million Hours of Services at Boys & Girls Clubs of Central Texas is a program dedicated to instilling values in youngsters.\n- Emotional Skills: The activities make youngsters resilient individuals by teaching them ways with which they can regulate their emotions during challenging situations. The after-school activities help them practice good judgment and resilience. They are also encouraged to exercise self control when it comes to risky behaviors amongst peers. Youngsters learn how to say no when required and also how to remain balanced in all kinds of situations.\n- Leadership Skills: The activities aim to strengthen their leadership skills, goal setting abilities and teamwork capabilities which are beneficial in personal and professional situations. The programs offered revolve around academic performance, community services, interpersonal skills and career preparation. When students interact with other students at an after school club, they learn valuable life skills like conflict resolution, sharing, socializing and more.\n- Encourage Diversity: Exposing youngsters to activities that demand working together in a team towards a common goal teaches them the value of appreciating unique capabilities of one another. They develop respect for others and learn the importance of working together in spite of difference of opinions, backgrounds, cultures and more.\n- Better Academic Performance: Children who a part of after-school activities that emphasize good character are more likely to perform better academically. The reason for this is that the activities help them understand the value of hard work, commitment and dedication to a task at hand. They apply the same principles in their personal and academic lives which lead to positive results."

"After-School Activities are a great way to ignite young minds with new learnings & experiences. These multifaceted activities help to promote holistic growth, self-confidence, positive behaviour, emotional stability, communication skills and academic performance.\n- Holistic Wellbeing - After-school activities significantly contribute in overall development of a child. They strengthens the physical, mental, social, personal and intellectual health. With holistic care approach, Boys & Girls Clubs of Central Texas empower children to help them maximize their learning potential.\n- Enhances Brain Functioning - Boys & Girls Clubs of Central Texas, has curated numerous clubs and after school activities to help students enhance the cognitive power & metacognitive skills. They help children to develop problem resolving skills and self-awareness.\n- Improves Emotional Stability & Social Skills - After-school activities creates an interactive learning environment which helps to build socio-emotional competency. It instils a sense of inclusion and offers a healthy social support system. The organic learning in after school activities channelizes the emotions and mental power in a positive manner. Children get to build positive integration of thoughts, new friendships and relations which eventually helps them to hone better social skills.\n- Self-Regulation & Behaviour Management - Self-Regulation & Behaviour management are two important components of a healthy persona. Boys & Girls Clubs of Central Texas, encourage children to develop interpersonal skills and good character traits. Being in an enriching social landscape, a child learns to maintain his/her composure and gets to demonstrate self-regulation skills and positive behaviour.\n- Enhances Physical Well-Being - ‘To Develop a Healthier Generation’ is one of the goals for which Boys & Girls Clubs of Central Texas has been encouraging students to indulge in various physical activities. Football, basketball, swimming and other sports help in promoting physical wellbeing of children. Well-structured programs at Boys and Girls Clubs of Central Texas propagates healthy lifestyle and wholesome living.\n- Boosts Academic Performance - After school activities helps in boosting academic performance of a child. They build higher level of focus and retaining power.\nBoys & Girls Clubs of Central Texas\nconducts various after- school activities to impart learning beyond the walls of a classroom. It helps to increase social, physical and academic proficiency. Explore innovative programs designed specifically to encourage youth to excel in academics, become ideal citizens and lead healthy, productive lives.\nEnrol your little ones in Boys & Girls Clubs of Central Texas to reap the benefits of after-school activities.\nYou can visit Boys & Girls Clubs of Central Texas administration office located at 703 N 8th St. Killeen, TX – 76541 USA. To know more about clubs, fill the contact form available on the website.\nIn addition to being a thrilling game, football teaches some great life lessons that foster physiological and social development of kids. The football field is a treasure trove of life skills like discipline, perseverance, time-management, fitness and teamwork amongst others.\nHere are some invaluable life lessons that kids can learn by being a part of the football team:\nLessons learnt on the football field positively impact every aspect of a chi m,kld’s life and also extend into their lives as adults. They grow into happy, confident, energetic and inspired adults who thrive successfully in their families and at the workplace.\n- Teamwork: Football field teaches kids how a team functions as every player on the field has an important role for the team as a whole. It teaches them the importance of working in sync with others to achieve a common goal. They learn the importance of trusting one another for the collective interest of the team.\n- Setting Goals: Playing football involves setting goals related to catches, sacks, tackles, rushing yardage, passing yardage and more. Each player on the field is entrusted with certain goals to achieve as a member of the team. As adults, these lessons prove to be useful at both the workplace and home. They learn how to set goals and work relentlessly towards achieving them.\n- Perseverance: The football field teaches kids to remain focused and not to quit in spite of the challenges they face throughout a game. They learn that the only way out of a roadblock is through it. Such kids often grow into tough adults who look for a solution to every problem.\n- Discipline And A Strong Work Ethic: There is no scope for laziness and delay when it comes to a sport like football. Kids no matter what, learn to be on time for the practice sessions and game. This translates into a strong work ethic as they become more disciplined in their personal lives. This virtue can also improve their grades in school.\n- Being A Graceful Winner And Loser: A player/team can either win or lose. Football teaches kids how to take both failure and success in their stride. They grow to understand that success and failure are two sides of a coin, both of which should be accepted gracefully. Playing football teaches kids how to remain dedicated and committed towards improving themselves.\n- Social Skills: Social skills developed at a young age stay for life. Kids learn invaluable social skills at football field such as effective communication, leadership skills, trust, and more. Kids who play sports like football grow into adults with high self-esteem and confidence.\nBoys & Girls Clubs of Central Texas, offers variety of programs for kids aged 6 to 18 years. To enroll your child at the club, call at (254) 699 –5808 or visit 304 W Ave B, Killeen, TX – 76541.\nAfter-school programs are perfect for utilizing your child’s free time to do something productive. These programs are specifically beneficial for hyperactive kids as they get an outlet to use their pent up energy in a fruitful manner. After-school programs\nalso enhance the overall personality of your child and makes him confident to face the world. Some other important benefits of such programs are listed below:\n- Increases Interest In Academics: After-school programs provide the kids with an opportunity to complete their homework and also ask for additional help, if required. The informal environment at these clubs is great for increasing a child’s interest in academics. They are introduced to new concepts in Mathematics and Science which eventually improves the academic performance in school.\n- Develops Confidence: After-school programs encourage kids to take up new hobbies and tasks that they haven’t tried previously. This gives the children a sense of freedom which might not be a regular feature in their school. The willingness to try new things and take risks builds their self-esteem and acts as confidence booster. A confident personality is essential to succeed in personal and professional life.\n- Inculcates Leadership Skills: Children participating in after-school programs also get to develop leadership skills. Being in-charge of various activities or taking up leadership roles such as the head of a student council etc. gives volunteering prospects to kids. This provides them a sneak peek into the working ways of the professional organizations and also inculcates leadership qualities.\n- Keeps Children Physically Active: The clubs encourage children to remain physically active by getting involved in football, tennis and basketball etc. Not only do after-school activities promote physical fitness, but also teach children about sportsmanship and teamwork. Additionally, there are many after-school programs that pay attention to nutrition as well. Special care is taken to give children wholesome food and manage their daily diets.\n- Enhances Social Skills: A good after-school program has a mix of kids from various backgrounds and social statuses. When children interact with each other and learn new things, it automatically improves their social skills. Performing group activities teaches them to cooperate with everyone and respect each other. They are also more likely to start a new conversation or join an entirely new group in the school if they get the right guidance during after-school activities.\n- Keeps Kids Away From Unsafe Environment: There are many children with attention and learning issues who go to attend after-school programs. These children are most likely to get engaged in drug abuse or other petty crimes if they have too much free time on hand. However, an after-school program can keep students away from any kind of risky behavior and also lead to fewer behavioral issues by making them use their time in a creative way.\nWe, at Boys & Girls Clubs Of Central Texas, offer a wide range of after-school programs for the kids aged 7 to 17 years. To enroll your child at the club, call at (254) 699 – 5808 or visit 304 W Ave B, Killeen, TX – 76541."

"Programs supported by our Child and Youth Counselor and Staff:\nThe FRIENDS for Life program promotes important educational self-development concepts such as self-esteem, problem-solving, psychological resilience, self-expression, and building positive relationships with peers and adults. The FRIENDS program is well-matched to educational goals and curriculum guidelines, and will complement and enhance learning in schools. Children and youth will learn practical and useful skills and strategies for coping with stress and develop emotional resilience that will stay with them for life.\nRoots of Empathy is an evidence-based program which has shown dramatic affects in reducing levels of aggression and bullying among school children while raising emotional competence and increasing empathy. The focus of Roots of Empathy in the long term is to build capacity of the next generation for responsible citizenship and responsive parenting.\nThe St. John Ambulance Therapy Dog program is made up of volunteers and their dogs who visit people of all ages and abilities. The program is versatile as they try to adjust to the varying needs of the groups they offer their services to. In many schools the program is helping students cope with stressful situations, anxiety, social skills, and behavioural issues. The program can also be a time to boost student self-confidence and reading ability through their Paws for Reading, where students read to the dog.\nPALS (Playground Activities Leaders in Schools) is a peer-led playground leadership program that encourages all children to participate in activities regardless of their gender, size, or ability. The Halton Region adapted the program to support comprehensive bullying prevention, physical activity and youth engagement initiatives in Halton schools. Developmental Assets® have been added to the program to enhance student skills, experiences, relationships and behaviours that will enable young people to develop into healthy individuals.\nSocial Skills Groups help students learn behaviors that promote positive interaction with others and the environment. Some of these skills include showing empathy, participation in group activities, generosity, helpfulness, communicating with others, negotiating, and problem solving.\nSee the Problem, Be the Solution Intermediate Committee: The Halton Regional Police Service, in collaboration with the Halton Region, Halton District School Board, Halton Catholic District School Board and independent schools in the area have joined forces to recognize the importance of creating safe and inclusive communities. The movement encourages Halton Catholic students to spread the message of kindness, respect and healthy relationships. As part of the movement, students are invited to participate in the Halton Catholic District School Board’s ‘See the Problem, Be the Solution’ Contest. Students are encouraged to develop creative work that describes this year’s theme of the contest: Promoting Positive Relationships and Positive Mental Health at Home, School and in the Community.\nRobotics Club (Grade 7 and 8):\nStudents get the opportunity to discover the excitement of STEM while exploring Lego Robotics Mindstorms. Students practice imaginative thinking and teamwork during practices and challenges. It all adds up to tons of fun while they learn to apply science, technology, engineering, and math concepts, plus a big dose of imagination, to solve a problem. Along their discovery journey, they develop critical thinking and team-building skills and basic STEM applications. This clubs goal is to inspiring the Science and Technology leaders of tomorrow.\nSocial Justice Committee (Junior and Intermediate):\nStudents deepen their knowledge and understanding of First Nations, Inuit and Metis practices and traditions through a Catholic lens. In turn, students use their leadership skills to organize various events for K-8 classes. For example, a Smudging Ceremony, inviting an elder from a First Nations community to share stories about his culture while making connections to our Catholic Faith. Also, students build on their research skills and use the information to create cross curricular activities for the school community. For example, one of our initiatives is learning more about the Talking Stick and teaching classes how to use that tradition appropriately.Co-Curricular Programs"

"The goal of US², Inc. is to help create a more united society by better understanding ourselves. We provide practical solutions to enhance school curriculum, improve culture, and promote educational equity.\nWhat are restorative practices, and why should I care?\nStates across the nation are recognizing the importance of social/emotional health and aptitude in addition to academic achievement, with discipline a growing concern in school systems.\nRestorative Practices are based on principles emphasizing the importance of positive relationships in building community and involve processes to restore relationships after harm has occurred.\nGuiding values/principles of Restorative Practice and Discipline:\n- Relationships are central to building community\n- Address misbehavior and harm in a way that strengthens relationships\n- Focus on harm done rather than solely rule-breaking\n- Give voice to the person harmed\n- Engage in collaborative problem-solving\n- Empower change and growth\n- Enhance responsibility in students and education stakeholders\nCan US² help with bullying?\nAccording to the US Department of Health & Human Services, 1 in 3 students report being bullied at school. Bullying is a direct result of discrimination and prejudice, and can be decreased significantly with direct teaching and mentoring programs for all stakeholders.\nUS² consultants work directly with your school and district to create a program specific to your needs. After our program, schools have seen a significant decrease in bullying rates, as well as increased student empathy and teacher effectiveness addressing bullying behaviors.\nHow do I know if my curriculum is inclusive and, ultimately, effective for all our students?\nOur students deserve to be taught about themselves as well as others and to be given an honest depiction of their history. Without this honesty (and knowledge on the part of the teacher), our students are taught that some histories/stories are insignificant. By teaching to ALL students, we are encouraging the growth of ALL students. At US2, we perform audits of current curriculum and teaching practices to develop a clear external picture and share those results in order to craft a plan moving forward in a culturally responsive manner.\nIs it important to look at other measures of success beyond academic achievement?\nBy addressing the Whole Child and focusing on all components of education (Social, Emotional, and Academic), a stronger sense of belonging emerges. If we provide a Challenging, Healthy, Engaging, Safe, and Supportive environment that is Sustained, we will promote future success (measured by graduation rates, increase in attendance, and a decrease of referrals/suspensions). With 82.3% being the overall graduation rate in 2013/14, our most under-served groups are still well below (English Learners at 62.6%, Blacks at 72.5%, and Low-Income at 74.6%) according to the DoEs National Center for Education Statistics.\nIf you don't see the answer you need, click here to talk with us directly!"

"The family makes critical contributions to a child’s achievement from early childhood through senior school. Talking and playing with infants, reading bedtime stories with toddlers, playing math and reading games with primary school students, helping junior school students with their homework, and establishing boundaries for teenagers are foundations for success in school. We, at TLT, want to ensure that these basics of a supportive home learning environment are met.\nWhen parents, families and members of the community are involved in schools, all children benefit. Adult participation sends the message that school is important and the work children do is worthy of attention.\nResearch regarding the effects of family involvement on educational outcomes has clearly shown that parent involvement makes a positive difference in children’s academic achievement.\nAt The Learning Tree, we have developed a comprehensive approach to develop a partnership between the school, parents and the community. A comprehensive approach fosters positive attitudes about the school and about families and about community members because it respects the varying capacities of the school population as a whole.\nOur planned approach for building this partnership rests on the following goals as adopted by Dr. Joyce Epstein’s Six Frameworks for Parental Involvement:\n- Encouraging positive parenting skills\n- Enhancing communication with families\n- Increasing volunteerism and attendance at school events\n- Enhancing learning at home\n- Increasing the number of parents in leadership and decision making roles\n- Enhancing and improving community collaborations\nWe have made it a priority to commit a great deal of time and resources to ensure that every student is given the opportunity to fulfil his/her full potential. This can only happen when we have engaged and committed parents who are willing to find the time to truly understand the huge role the home has in ensuring a child is nurtured and cultivated in a manner that will ensure his/her success in all aspects of his/her life.\nWe invite you to not merely look at the Six Frameworks but to look at how you, as parents, can also consistently utilize the parenting strategies to not only illicit the appropriate successful behaviors but also facilitate the creation of young minds who will be able to cope with the challenges of an ever changing, complex and challenging world. These simple yet effective strategies can be found in the senior school survival strategy document found on the sidebar of this section.\nWe understand that the junior school and senior school student is an incredibly complex, confused, stressed and anxious human being. But we also know that if we, as adults, teachers and parents can work together and in unison, these traumatic years can also be some of the most enriching, exciting and rewarding times your child will ever experience in his/her lifetime. Our task is to reduce the anxiety and angst and increase and raise to the surface, the confidence, engagement, innovation, respect and reflection that is within each and every one of our students."

"The family makes critical contributions to a child’s achievement from early childhood through senior school. Talking and playing with infants, reading bedtime stories with toddlers, playing math and reading games with primary school students, helping junior school students with their homework, and establishing boundaries for teenagers are foundations for success in school. We, at TLT, want to ensure that these basics of a supportive home learning environment are met.\nWhen parents, families and members of the community are involved in schools, all children benefit. Adult participation sends the message that school is important and the work children do is worthy of attention.\nResearch regarding the effects of family involvement on educational outcomes has clearly shown that parent involvement makes a positive difference in children’s academic achievement.\nAt The Learning Tree, we have developed a comprehensive approach to develop a partnership between the school, parents and the community. A comprehensive approach fosters positive attitudes about the school and about families and about community members because it respects the varying capacities of the school population as a whole.\nOur planned approach for building this partnership rests on the following goals as adopted by Dr. Joyce Epstein’s Six Frameworks for Parental Involvement:\n- Encouraging positive parenting skills\n- Enhancing communication with families\n- Increasing volunteerism and attendance at school events\n- Enhancing learning at home\n- Increasing the number of parents in leadership and decision making roles\n- Enhancing and improving community collaborations\nWe have made it a priority to commit a great deal of time and resources to ensure that every student is given the opportunity to fulfil his/her full potential. This can only happen when we have engaged and committed parents who are willing to find the time to truly understand the huge role the home has in ensuring a child is nurtured and cultivated in a manner that will ensure his/her success in all aspects of his/her life.\nWe invite you to not merely look at the Six Frameworks but to look at how you, as parents, can also consistently utilize the parenting strategies to not only illicit the appropriate successful behaviors but also facilitate the creation of young minds who will be able to cope with the challenges of an ever changing, complex and challenging world. These simple yet effective strategies can be found in the senior school survival strategy document found on the sidebar of this section.\nWe understand that the junior school and senior school student is an incredibly complex, confused, stressed and anxious human being. But we also know that if we, as adults, teachers and parents can work together and in unison, these traumatic years can also be some of the most enriching, exciting and rewarding times your child will ever experience in his/her lifetime. Our task is to reduce the anxiety and angst and increase and raise to the surface, the confidence, engagement, innovation, respect and reflection that is within each and every one of our students."

"The aims of the Physical Education Curriculum at Stockingford are:\n- To build an awareness of the ‘positive mental health’ benefits of regular exercise and activity\n- To promote the idea of leading a healthy, active life\n- To develop physical knowledge and skills\n- To participate and perform with increasing competence and confidence in a range of activities/sports\n- To build engagement in physical activity for sustained periods of time\n- To promote character building, self-improvement and teamwork skills in competitive sport\n- To develop confidence and excellence across a variety of sports.\nDelivering of Physical Education lessons at Inspire:\nThroughout their primary education, children will learn and develop a range movements and skills within timetabled discrete PE lessons. Please see below for a small example of the topics that we cover:\nBefore leaving primary school, our goal is for children to ‘swim competently, confidently and proficiently over a distance of at least 25 metres’.\nThe Inspire Education Trust, trust, works closely with a range of different partners and agencies to give our children diverse opportunities to access competitive sports. Children will be encouraged to compete against themselves, as well as individuals and teams from other schools.\n‘After School’ PE Clubs at Stockingford:\nAfter School Sports Clubs play an important role in encouraging exercise above and beyond the weekly two-hour expectation. They also provide a space for children to build confidence, benefit from smaller group teaching, and advance in their special talent or passion and to build on teamwork, communication and life skills."

"Weaving a journey as a sports person at\nAt Brooklands Farm Primary School we weave our P.E. learning journey throughout a broad and balanced curriculum. We follow the National Curriculum, and each class is timetabled with at least 2 hours and 15 minutes of PE throughout the week, led by qualified activity professionals from Premier Education. We believe that P.E. is a very important part of the curriculum and that every child should be offered opportunities that are challenging, fun and competitive. The children enjoy a wide range of sport including dance, gymnastics, cricket, tag rugby, football, athletics, swimming, netball, circuits and basketball. Alongside this the children are taught the fundamental skills that build to develop motor-skill, movement and hand-eye coordination.\nThere is significant evidence to show the positive effects of sport and exercise on children’s physical health, growth and development. Furthermore, sport also provides a healthy environment for young people to learn how to deal with competition and how to cope with both winning and losing. Listed are some of the key skills and benefits from participating in PE:\n- Physical skills\n- Develop self-esteem and self-confidence\n- Fine and gross motor skills\n- Healthy living and wellbeing\n- Behaviour, positive attitudes and team-work\n- Promotes cohesion and inclusion\n- Introduces competition and understanding about winning and losing\n- Develop leadership skills and decision making.\nThrough the Milton Keynes Sports Partnership all children are given the opportunity to participate in after school sporting activities throughout the year. Extracurricular after school clubs are organised termly with a wide range of options for children to explore with Premier Education and also other organisations in the local community. Gifted and Talented after school clubs are organised for children who are excelling in sport.\nYear Three children attend weekly swimming lessons during the Spring Term.\nProgression across our Primary School is here"

"Our school’s student wellbeing and behaviour management approaches are based on the foundation of School-Wide Positive Behaviour Support (SWPBS). This approach is well-researched and has been shown to support and enhance the schools in which it is implemented.\nA key aim of PBS is to create a positive school community with consistent expectations in all areas of school life. From the classrooms to the specialist rooms, from the front gate to the playground, PBS helps Winters Flat’s students understand what is expected of them and provides motivation to comply with those expectations.\nTo help make PBS more meaningful to our students, we have adopted three mascots, which help to spread the message that we are a caring and respectful community. Our mascots are the “Care Crows” who represent “caring for yourself”, “caring for others” and “caring for the environment”. The Care Crows are used in our school awards and help to create a common language across the school regarding behavioural expectations for self and others.\nStudent Well Being Management\nThis booklet is designed to outline the values, procedures and programs that are in place at Winters Flat Primary School to promote self-esteem, tolerance and resilience among all our students. This is a working document, and as such it will be reviewed and updated regularly based on feedback from parents, students and staff.\nIt is hoped that this booklet will help parents to develop a better understanding of the policies and procedures at the school, which are designed to protect and nurture all students. The school values and principles that allow our children to grow and flourish in a safe environment are discussed. The programs that support those principles are presented, as well as the procedures that are put in place when problems arise. This booklet also provides some tips on detecting difficulties as early as possible so that action can be taken to remedy them.\nImportantly, this booklet provides a basis for parents to give the school ideas for improving the ways in which we work with students to protect their welfare and safety. If you have any ideas, which you see as enhancing the content of this booklet, please contact the Principal or a member of the School Council, who will take them to the School Council meeting and staff for consideration."

"At St. Kevin’s National School, our STKEV values model is central to all that we do and the key to developing those attributes, skills and values for life.\nIt is vital that our pupils should play an active, positive role in the life of the school. As role models and representatives of our student body, the work of our Student Council helps us achieve this.\nOur school’s Student Council is comprised of representatives (both male and female) from 3rd, 4th, 5th and 6th classes.\nThe aim of the Student Council is to help improve school life for everybody.\nHow does the Student Council work?\nOnce a month, the students on the School Council meet with the principal, Mrs Bailey to discuss any issues coming up or tasks that need to be carried out. They also discuss feedback and questions that have come from each of their classes. From December 2019, representatives on the Student Council will be appointed following a nomination and election process and their term will last from January to January.\nWhat does a Student Councillor do?\nSchool Councillors represent their classes to:\n- Provide an opportunity for pupils to voice their opinions and offer suggestions in relation to many aspects of life at St. Kevin’s\n- Discuss issues relevant to the school and encourage and promote initiatives from the pupils.\n- Offer an opportunity for all pupils to voice their opinions on proposed changes. This gives our students a very important role in improving our school.\n- Act as a channel for communication within the school, between pupils and between home and school.\n- Encourage pupils to organise events central to the life of the school.\nDiscussions in classes and at the Council meetings helps to develop social and learning skills in many areas such as speaking and listening, problem-solving and decision-making as well as the decision-making process.\nFrom time to time the Student Council will discuss, make suggestions and decisions on topics such as:\n- school rules\n- STKEV values\n- behaviour and discipline\n- health and safety\n- home learning\n- our anti-bullying code\n- lunchtime games and activities\n- improvements to our yards\n- care for our school and it’s environment\nWe are very fortunate to have a wonderful group of students leading the way at St. Kevin’s."

"I've heard Ian Jukes talk at a number of different conferences, his message being that we \"live in times of exponential change\". This is addressed in The Future of Learning as well:\nIf education continues to advance one step at a time, it will fall exponentially behind the world for which it aims to prepare learners.There are a number of drivers of change identified in The Future of Learning. These are:\n- Optimized Selves: based on wearable devices and sensors that enable us to track and analyze our behaviours such as sleep, exercise, nutrition, social interactions and so on, we are able to deepen our self-knowledge.\n- New Labour Relations: with machines! Smart machines and artificial intelligence can now perform much of what was traditionally \"middle class\" work including complex cognitive tasks. The challenge is to redefine what is the unique human contribution in the workplace.\n- Alternative Economies: Underemployment and debt has led to people finding they are limited in their participation in the consumer economy. The prediction is that \"individuals will move in and across multiple intersecting economies ... and seeking educational approaches that fit their needs and outlook\".\n- Self-managing Institutions: arising from the growing open culture movement, the prediction is for flexible webs comprised of many organizations and individuals. These are seen as being distributed, autonomous organizations that operate with minimal management.\n- Shifting Landscapes: including new relationships at work, a redefinition of wage labour and what constitutes a job. Learning and re-learning will help individuals adapt to these turbulent and volatile conditions.\nI think in our R&D Meeting we want to consider what might happen when educators and learners re-imagine their roles and interactions as a result of these changes. Here are some ideas from The Future of Learning - all of which I think will make a positive difference to education within the next 10 years:\n- New tools and practices informed by neuro- and emotion science will help educators design learning experiences and develop rich feedback to help learners engage in experiences that optimize learning.\n- Personalized learning will move beyond tailoring pacing and curriculum resources towards the dynamic curation of customized learning relationships with an expanded range of learning partners.\n- As educators work to prepare students for new economies, they will create assessments that measure mastery, real-world impact, and social-emotional development. Educators and learners will focus their interactions on realizing personal potential and demonstrating meaningful competencies.\n- Learners and their families will use smart contracts to access experiences and resources across more distributed and diverse learning ecosystems, personalizing their learning and supporting their distinct interests, needs and aspirations."

"Why Sociable and Psychological Learning Is important for Students\nThe modern day’s schools usually are increasingly modern and multilingual with students from different social along with economic experience. Educators together with community companies serve individuals with different desire for engaging in learning, conducting positively, in addition to performing scholastically. Social plus emotional figuring out (SEL) supplies a foundation to get safe plus positive finding out, and promotes students’ capability succeed in the school, careers, and life.\nsome Keys that will Successful DISPOSITION\nChart similar to a wheel with Social, Emotionally charged, and Instructional Learning given that the hub with Self-Awareness, Self-Management, Social Attention, Relationship Knowledge, and In charge Decision-Making branching out. Class room Curriculum and even Instruction; College Climate, G\nPhoto credit: http://secondaryguide.casel.org/casel-secondary-guide.pdf (click appearance to enlarge)\nAnalysis shows that SEL not only improves achievement by way of an average of eleven percentile items, but it also grows prosocial actions (such because kindness, expressing, and empathy), improves college attitudes on to school, along with reduces melancholy and emotional stress among college students (Durlak ou encore al., 2011). Effective community and emotionally charged learning developing involves synchronised classroom, schoolwide, family, and community tactics that support students develop the following six key ability:\nSelf-awareness includes understanding a person’s own emotional baggage, personal goals, and beliefs. This includes correctly assessing one is strengths along with limitations, getting positive mindsets, and buying a well-grounded sense connected with self-efficacy and statistics homework help free optimism. High levels of self-awareness require the opportunity to recognize the way thoughts, feelings, and activities are interconnected.\nSelf-management calls for skills in addition to attitudes in which facilitate a chance to regulate a person’s own feelings and behaviours. This includes the capacity to delay satisfaction, manage strain, control desires, and persevere through obstacles in order to achieve own and educational goals.\nCultural awareness consists of the ability to realize, empathize, as well as feel compassion for those with various backgrounds or even cultures. Furthermore, it involves knowledge social best practice norms for habits and realizing family, classes, and locality resources and also supports.\nRelationship abilities help scholars establish and keep healthy and even rewarding associations, and to take action in accordance with community norms. These skills involve interaction clearly, playing actively, cooperating, resisting poor social stress, negotiating contradiction constructively, plus seeking help when it is expected.\nResponsible Problem solving\nAccountable decision making entails learning how to help to make constructive picks about unique behavior together with social bad reactions across numerous settings. It does take the ability to give some thought to ethical criteria, safety fears, accurate conduct norms just for risky doings, the health in addition to well-being involving self while others, and to make authentic evaluation of varied actions’ outcomes.\nSchool is among the most primary locations students learn about social plus emotional expertise. An effective CONNAISSANCE program really should incorporate 4 elements depicted by the phrase SAFE (Durlak et jordoverflade., 2010, 2011):\nSequenced: coupled and matched up sets associated with activities that will foster competencies development\nActive: busy forms of learning how to help trainees master innovative skills\nConcentrated: emphasis on building personal along with social skills\nPrecise: targeting particular social as well as emotional ability\nThe Short- and also Long-Term Features of SEL\nStudents tend to be more successful at school and everyday life when they:\nLearn and can process themselves\nUnderstand the aspects of other people and repeat effectively along with them\nMake sound decisions about personalized and community decisions\nThese sociable and sentimental skills are a few of several quick student results that PENSEE pro grms promote (Durlak et ing., 2011; Farrington et al., 2012; Sklad et jordoverflade., 2012). Other benefits contain:\nMore positive thinking toward one self, others, plus tasks together with enhanced self-efficacy, confidence, patience, empathy, relationship and devotion to school, as well as a sense regarding purpose\nMore positive interpersonal behaviors plus relationships together with peers in addition to adults\nReduced carry out problems together with risk-taking behavior\nDropped emotional misery\nIncreased test rates, grades, together with attendance\nIn the long run, better social plus emotional quality can improve the likelihood of secondary school graduation, openness for postsecondary education, occupation success, beneficial family and work relationships, much better mental well being, reduced lawbreaker behavior, and also engaged citizenship (e. g., Hawkins, Kosterman, Catalano, Pile, & Abbott, 2008; Williams, Greenberg, & Crowley, 2015).\nBuilding CARACTERE Skills in their classroom\nEndorsing social together with emotional progression for all pupils in classrooms involves teaching and creating social along with emotional capabilities, providing possibilities for students to practice and polish those techniques, and getting students a chance to apply learning these skills in various predicaments.\nOne of the most common SEL methods involves exercise teachers to produce explicit instruction that train social and emotional knowledge, then obtaining opportunities for kids to reinforce their very own use each day. Another curricular approach embeds SEL education into information areas for example English terminology arts, social studies, or perhaps math (Jones & Bouffard, 2012; Merrell & Gueldner, 2010; Yoder, 2013; Zins et aqui., 2004). There are a variety of research-based SEL products that increase students’ experience and actions in early childhood appropriate techniques from kindergarten through high school (Collaborative intended for Academic, Social, and Psychological Learning, 2013, 2015).\nTrainers can also in a natural way foster skills in learners through their particular interpersonal and also student-centered instructional interactions throughout the school day. Adult-student connections support PENSEE when they bring about positive student-teacher relationships, enable teachers that will model social-emotional competencies for students, and showcase student bridal (Williford & Sanger Wolcott, 2015). Mentor practices offering students using emotional assistance and create opportunities for students’ voice, autonomy, and competence experiences increase student bridal in the enlightening process.\nPrecisely how Schools Can Support SEL\nAt the education level, DISPOSITION strategies typically come in the form of policies, tactics, or structures related to environment and individual support services (Meyers the top al., with press). Reliable and impressive school areas and cultures positively influence academic, conduct, and subconscious health ultimate for students (Thapa, Cohen, Guffey, & Higgins -D’Alessandro, 2013). School management play a key role on fostering schoolwide activities and policies which promote good school environments, such as planning a team to address your house climate; personal modeling involving social plus emotional quality; and fast developing clear norms, values, and expectations for kids and professionals at kretchmer dentistry.\nFair together with equitable control policies plus bullying avoidance practices will be more effective when compared with purely behavior methods which rely on praise or consequence (Bear the top al., 2015). School community heads can coordinate activities which build constructive relationships plus a sense associated with community concerning students as a result of structures that include regularly reserved morning appointments or advisories that provide college students with for you to connect with one another.\nAn important part of schoolwide REFLEXION involves whole body into multi-tiered systems about support. The support provided to help students by means of professionals for example counselors, communal workers, and even psychologists have to align along with universal campaigns in the classroom together with building. Normally through small-group work, student support specialists reinforce along with supplement classroom-based instruction for individuals who need earlier intervention or over intensive treatment method.\nBuilding Along with Community Relationships\nFamily and community relationships can tone the impact of school approaches to providing learning into the home together with neighborhood. Group members and even organizations can support classroom as well as school efforts, especially by giving students utilizing additional to be able to refine together with apply several SEL abilities (Catalano the top al., 2004).\nAfter-school exercises also provide potentials for students to link with helpful adults along with peers (Gullotta, 2015). They’re a great wedding venue to help youngster develop together with apply innovative skills and personal and also. Research has revealed that after-school programs focused entirely on social and emotional development can truly enhance learner self-perceptions, class connectedness, good social manners, school degrees, and success test lots, while decreasing problem manners (Durlak the top al., 2010).\nSEL could also be fostered associated with settings besides school. PENSEE begins at the begining of childhood, and so family and fast childcare functions are important (Bierman & Motamedi, 2015). Associates degress settings have also the potential to encourage SEL (Conley, 2015).\nHave a look at about the recent advances on SEL researching, practice plus policy, look at the Collaborative to get Academic, Communal, and Emotionally charged Learning webpage."

"The key goal of our Education and Research Program is to ensure that our students have access to high-quality curriculum and instruction so that they may meet or exceed the knowledge and skills outlined in the state's academic content standards. The Bridge School provides systematic, personalized curriculum and instruction that encompass a broad range of knowledge, skills and abilities across all subject areas with concurrent emphasis on supporting students' use of assistive technologies (AT), development of communicative competence with augmentative and alternative communication (AAC) systems, and attainment of self-determination skills. Viewing research as a resource to guide our practices, we adapt, customize, implement and document intervention approaches, curricular activities, and instructional supports and strategies in ways that best address the needs of our students in The Bridge School context and beyond.\nThe design of The Bridge School's Education Program is guided by our values of:\n- Supporting our students' ability to communicate functionally in the educational environment\n- Identifying the most effective and efficient modes of communication across communication partners, environments, instructional contexts, and social activities\n- Providing students access to the general education curriculum through active participation in all classroom activities\n- Supporting the functional use of assistive technologies, including augmentative and alternative communication devices, techniques and strategies to maximize participation in daily life\n- Providing inclusion experiences and meaningful participation, both academically and socially, in appropriate grade-level general education settings and the community at large\n- Using both student-centered and family-centered planning approaches that incorporate their preferences and priorities\n- As part of instruction, providing training for communication partners in students' environments, including home, school and community\n- Ensuring educational accountability such that student assessment appropriately measures and tracks student progress to report to families, to guide instructional adjustments and decision-making, and for IEP purposes\n- Building functional and age-appropriate life skills across domains\n- Expanding our students' social networks\n- Encouraging self-determination as a life skill that leads to a positive quality of life\n- Using research findings as a resource for practice\n- Transitioning students to their home school districts in the least restrictive environment\n- Providing long-term support to students and their educational teams in their home school district\nOur Course of Study\nThis graphic illustrates the components of our Education Program. The 'Bands of the Rainbow' represent our curricular content areas that include all General Education Core Subjects for preschool and elementary grades and our three specialized areas.\n- Preschool: General Education Preschool Activities and Content Areas\n- Elementary Grades K-5: General Education Core Content Areas\n- Specialized Curricular Area: Mobility and Assistive Technology\n- Specialized Curricular Area: Communicative Competence with AAC\n- Specialized Curricular Area: Self-Determination\nCurriculum and instruction are influenced by more than content knowledge and specialized learning objectives. The \"Towers of the Bridge\" represent crucial areas and issues that support and connect a grade-level course of study for our students. In this area we outline the approaches and processes that we use to support a broad range of student learning and outcomes across each of the above content areas.\n- Standards and Assessment describes foundational learning progressions and competencies that guide our curriculum and instruction.\n- Curriculum and Instruction provides overview of our preschool and elementary programs including illustrated lesson plans.\n- Learning Environments describes how our location on a public school campus, our classrooms, garden, playground, and local community provide a range of accessible physical contexts for instruction and learning, as well as ongoing opportunities for inclusion, field trips, and more.\n- Professional Development describes our collaborative team approach, our classroom staff roles, and professional development activities.\nGeneral Education Core Subjects\nAt each grade level we offer all required Core Subject areas for Preschool and Kindergarten through Grade 5. These subject areas or content areas (curriculum) describe the \"what\" our students need to know and do as a result of their educational experiences. \"Curriculum embraces the broader meanings and purposes of education and represents the knowledge and skills identified as significant for students' success and participation in their daily lives.\" (Stump & Bigge, 2005).\nPreschool Core Subject Areas\nPreschoolers thrive when they experience a curriculum that integrates all learning areas in ways that are motivating, predictable, meaningful, and developmentally appropriate. Our preschoolers' daily schedule is carefully organized \"activity by activity\" versus by subject areas. All required core content areas for preschoolers are systematically addressed across the day and include:\n- Social-Emotional Development\n- Language and Literacy\n- English Language Development\n- Visual and Performing Arts\n- Physical Development\n- History/Social Science\nElementary Subject Areas\nThe competencies described for preschoolers become more differentiated as children move into the elementary grades. Therefore, Core Subject areas addressed at the Elementary Grade level address California's Common Core Standards. At the elementary grade level, our weekly student schedule is organized by core subject areas that include:\n- English/Language Arts/Language\n- Visual/Performing Arts\n- Modified Physical Education\n- History/Social Science\nThe outer bands of the rainbow represent Bridge School's Specialized Curricular Areas.\nSpecialized Curricular Areas\nOur curriculum and instruction is significantly enriched for our students by our additional focus on three specialized curricular areas: Mobility and Assistive Technology, Communicative Competence with AAC, and Self-Determination. For a variety of reasons, our students may require specific, systematic instruction in these specialized curricular areas to address essential content and skill development that:\n- May be unique to the educational needs of students with complex communication needs associated with severe speech and physical impairment, and/or\n- General education peers may learn through experiences at home, school, and in the community.\nCommunicative Competence with AAC\nCommunicative Competence is considered an urgent, priority skill area for Bridge School students because proficiency with AAC/AT tools & strategies creates access, participation, motivation, and achievement in all curricular areas. AAC incorporates each student's full communication abilities and may include any existing speech, vocalizations, or gestures, as well as the use of communication boards and Speech Generating Devices (SGD). In this section we describe how we address the full range of communication modes and technologies as our students participate in ongoing instructional activities and social interactions.\nMobility and Assistive Technology\nIn order to meaningfully engage as active participants and access a full curriculum, Bridge School students learn to use a wide range of assistive technologies in the context of ongoing curricular activities. In this section of the website, we describe the implementation of assistive technologies used by Bridge School students in our preschool, elementary, and middle school grades and beyond. These areas include:\n- Computer Access\n- Mounting Equipment\n- Electronic Aids for Daily Living (EADL)\nThe Bridge School Self-Determination Curriculum provides students with the necessary tools and supports to become causal agents in their own lives through informed decision-making, thoughtful planning, and persistent action to achieve their goals. Becoming a self-determined individual involves learning about oneself, including one's strengths and interests. It involves using this knowledge to make decisions, and then communicating effectively to establish oneself as the primary agent in moving forward toward goal setting, attainment of those goals and greater independence. Bridge School students learn to express their individuality using multi-modal communication strategies and devices and learn to assert their independence with the necessary assistive technology devices and supports in place."

"Making Learning Personal for All\nAdvances in Research Increase Our Understanding of Learning Variability\nIt’s estimated that nearly half of the students in today’s typical classroom have some form of learning difference, which equals more than 26 million students in the U.S. alone. Learning science has accelerated our understanding of how to better address learner diversity. With these large numbers of underserved students, we have an economic, political, and moral imperative to seize the opportunity to build a research-based, educator-supported system that engages the diverse needs of all learners. Here’s our series of papers on Making Learning Personal for All:\n- The Growing Diversity in Today’s Classroom highlights the need for researchers, the education community, and technology developers to implement new models that take personalized learning to the next level.\n- Research and the Promise of Personalized Learning proposes research-based Learner Positioning Systems (LPS) that categorize key Learner Factors necessary to address learner variability.\n- Supporting Research-Based Personalization for Reading Success provides an overview of the learning science research behind learning to read, the focus of the first LVP Learner Model.\n- Policies and Practices That Meet Learners Where They Are describes the current economic and education climate that calls for personalizing learning as well as policies and practices that many districts and states have developed to encourage addressing learner variability in every classroom."

"Are you a visual learner or a hands-on learner? Does math come easy to you, but you find it hard to explain? Do you excel at verbal communication, yet believe you are a slow reader? Today’s learning and educational landscapes face an increasingly diverse population. Combined with advances in research, the opportunity lies ahead of us to map out a new path to individualized learning and classroom profiles to benefit teenagers from high school through college and, ultimately, their careers and adulthood.\nLearning the strengths-based model\nFaculty members engaged in a professional development session this week with Nicole Ofiesh of the Potentia Institute, also a New Hampton School alumni parent, on current research and possibilities surrounding this concept of individual and classroom profiles. The institute focuses on a strengths-based model of evaluations, with a three-pronged goal.\n- First, to design engaging technology for individuals to understand their brains to personalize choice and decision making.\n- Second, to build on research from social, cognitive, and behavioral sciences on how people learn, struggle, and thrive.\n- And, third, to promote practices that ensure all adults thrive at home, school, and work responsive to context and diversity.\nThe research behind the method is complex, pulling together educational sciences from all areas into one place to provide both a broad and individualized view of learners.\nInside the survey\nFrom surveys developed by the institute, students are provided with immediate feedback to understand their brain as well as tools to grow their strengths. The survey works through strategic categories of self-reflective evaluation in areas such as how they read, write, explore their world, manage time, and many more. As a result of the extensive survey, individuals are able to better understand themselves and how to grow their strengths. Gaining this knowledge as a young adult will enable them to implement neuroscience backed strategies for continued growth throughout their education and personal life.\nFrom a teaching perspective, this means many things in terms of possibilities. Taking into account that there is no average student, we know that there is then no singular teaching style that will fit all students. This modular-style survey on the classroom level will help to bridge that gap by providing anonymous detail of a full class with their strengths and areas that need focused growth. Ofiesh stresses that this does not change the curriculum and how this is not a learning style survey to categorize students; teachers will maintain their classroom goals and assignments. The profile does, however, continue to emphasize a need to create space for students to use their best strengths to meet the needs of an assignment. Thereby, when we design the classroom curriculum for a variation in strengths, the benefits of the learning experience increases.\nFocused discussion time\nAll faculty attended this session prior to the students’ return to campus to allow time to learn, collaborate, and discuss this initiative. Ofiesh presented in two sections. First, the broad view of the program, including some history on her research. Second, small group discussions assisted in a deeper dive into the material and methods, allowing for many questions and ideas, while also assessing ties to our current methodology and goals.\nIn an era where distraction is affecting not only students but an entire workforce, the benefits of self-knowledge highly compliment the ongoing practice of mindfulness, mental health, and well-being for all of our students and community members. New Hampton School is excited for the continued partnership with Nicole Ofiesh to implement these strategies and learn more about the practical applications of new frontier tools in education during the semester ahead.\nAbout Nicole Ofiesh\nNicole Ofiesh, Ph. D. is a cognitive behavioral scientist with expertise in learning disorders and learning differences with over 30 years of experience in teaching, consulting, and research. She intersects this knowledge with an understanding of context and culture to research and teach how people learn. Currently, she is the Executive Director of the Schwab Learning Center at Stanford University, and she is a New Hampton School alumni parent."

"2021-2022 Academic Year\nMissouri State University-West Plains empowers students to achieve personal success and to enrich their local and global communities. As a two-year public institution, we provide accessible, affordable, and quality educational opportunities.\nMissouri State University-West Plains will be a model among two-year, learning-centered institutions, combining open admission opportunity with academic excellence and innovative student support in an environment strengthened by community partnerships and global awareness.\nGeneral Education Goals (GEG)\nLearning Outcome: The ability to use language systems to share meaning.\n- Report ideas utilizing the written method\n- Express information orally\n- Construct messages using electronic media\nLearning Outcome: The ability to evaluate and solve problems.\n- Analyze strengths and weaknesses of conclusions\n- Analyze information from a variety of sources for application to a situation\n- Employ problem-solving processes to recommend a quality solution\n- Evaluate the ethical implications of an action or policy\nLearning Outcome: The ability to collect and organize information from various sources.\n- Locate sources of information\n- Evaluate information for its currency, utility, validity and accuracy\n- Organize information in a logical and consistent manner\n- Present information in a clear and concise manner\nLearning Outcome: The ability to work with others to accomplish a task or create a product.\n- Work with a team to accomplish a goal or task through coordinated effort or division of labor\n- Work with others to create a new idea or product\nLearning Outcome: The ability to understand various perspectives and cultures throughout a global society.\n- Develop an understanding of how each person's actions relate to events beyond the local community\n- Compare economic systems, political systems, cultural heritage, religion or ethnic backgrounds\n- Discover differences that exist among cultural value sets through research or experience\n- Analyze the role of the United States in the world and its impact\nAssessment of student learning is an integral part of curriculum development and revision. It documents that learning has occurred and provides a rational basis for making purposeful changes to curriculum content and pedagogy.\nAssessment of student learning has the intent to improve student learning (the knowledge, skills and attitudes acquired through study and practice).\nThrough the assessment process, General Education Goals, Academic Program Objectives and Course Objectives are assessed to compare student-learning objectives (desired learning) to student-learning outcomes (what actually was learned) and use the information generated by these comparisons to make programmatic and pedagogical changes to improve student learning.\nAssessment is the process that evaluates the university learning experience with the purpose of continual improvement and has the objective of assuring the accomplishment of the mission of Missouri State University-West Plains.\nTitle IX Sexual Harassment Grievance Procedure Policy\nAs set forth in G1.31 Reporting Allegations of Discrimination on the Basis of a Protected Class, Missouri State University (University) prohibits all forms of discrimination in its education programs and activities. The University has adopted this Policy to provide for the prompt and equitable resolution of University student and employee complaints alleging Sexual Harassment under Title IX of the Education Amendments of 1972 (Title IX). Complaints alleging discrimination or harassment on the basis of sex that do not satisfy both the definition of Sexual Harassment under Title IX and the jurisdictional requirements of Title IX (including allegations of sexual harassment under Title VII) may be assessed consistent with Op1.02-2 Discrimination Complaint and Investigation Procedures.\nThe following University employee has been designated to serve as the Title IX Coordinator for the University and Title IX Liaison for the West Plains campus. As described in this Policy, allegations and complaints of Sex Discrimination, including Sexual Harassment and Formal Complaints of Sexual Harassment should be filed with the Title IX Coordinator. Additional information regarding how to report allegations of Sex Discrimination and filing Formal Complaints of Sexual Harassment can be found on the Title IX website: www.missouristate.edu/titleix.\nMissouri State University-West Plains is committed to providing an accessible and supportive environment for students with disabilities. Equal access for qualified students with disabilities is an obligation under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.\nStudents seeking service are responsible for notifying the University of their disabilities, requesting academic accommodation(s), and providing documentation of the disability from a qualified professional. Documentation must include necessary evidence of a disability-related need for the requested accommodation(s). Accommodation(s) cannot be based simply on the student's preferences; students must show a legitimate purpose for requesting an academic accommodation. Such accommodation(s), auxiliary aids, and services cannot alter the fundamental nature of the course or program of instruction. In addition, auxiliary aids and services cannot result in an undue burden to the University. Auxiliary aids and services as defined by law will be provided without cost to a student entitled to such aid. Students generally will not be provided devices or services of a personal nature, such as attendants, individually prescribed devices or readers for personal use or study.\nStudents requesting academic accommodation(s) should contact the disability services coordinator in the advisement and academic coaching center for empowering student success (AACCESS) at (417) 255-7222 (voice) or (417) 255-7715 (TTY).\nMissouri State University is a community of people with respect for diversity. The University emphasizes the dignity and equality common to all persons and adheres to a strict non-discrimination policy regarding the treatment of individual faculty, staff, and students. In accord with federal law and applicable Missouri statutes, the University does not discriminate on the basis of race, color, national origin (including ancestry, or any other subcategory of national origin recognized by applicable law), religion, sex (including marital status, family status, pregnancy, sexual orientation, gender identity, gender expression, or any other subcategory of sex recognized by applicable law), age, disability, veteran status, genetic information, or any other basis protected by applicable law in employment or in any program or activity offered or sponsored by the University. Sex discrimination encompasses sexual harassment, which includes sexual violence, and is strictly prohibited by Title IX of the Education Amendments of 1972.\nThis policy shall not be interpreted in a manner as to violate the legal rights of religious organizations or of military organizations associated with the Armed Forces of the United States of America.\nThe University maintains a grievance procedure incorporating due process available to any person who believes he or she has been discriminated against. Missouri State University is an Equal Opportunity/Affirmative Action/Minority/Female/Veterans/Disability/Sexual Orientation/Gender Identity employer. Inquiries concerning the complaint/grievance procedure related to sex discrimination, including sexual harassment and sexual assault, should be addressed to the Title IX Coordinator, Carrington Hall 205, 901 S. National Ave., Springfield, Missouri 65897, [email protected], 417-836-4252, or to the Office for Civil Rights. All other inquiries concerning the grievance procedure, Affirmative Action Plan, or compliance with federal and state laws and guidelines should be addressed to the Equal Opportunity Officer, Office for Institutional Equity and Compliance, Carrington Hall 205, Springfield, Missouri 65897, [email protected], 417-836-4252, or to the Office for Civil Rights. (Res. Board Policies No. 70-11; Bd. Min. 10-28-11.)\nAdditionally, for more information on this subject at the West Plains Campus, please contact: Brenda Polyard, ([email protected]), EO and Title IX Liaison, 128 Garfield, West Plains, Missouri 65775, (417) 255-7966.\nMissouri State University provides reasonable accommodations that allow applicants, employees, or qualified individuals with disabilities to perform the essential functions of a position.\nReasonable accommodations will be made unless such accommodations have the end result of placing an undue burden on the operations of the University. If reasonable accommodations would cause undue hardship or burden because of costs, the individual with a disability shall be given the option of providing the accommodation themselves or paying for the portion of the cost that poses the undue hardship or burden. Employees needing accommodations should contact their supervisor or department head, or seek assistance from the following offices at their campus:\nSpringfield: Office for Institutional Equity and Compliance\nMountain Grove: Office for Institutional Equity and Compliance\nWest Plains: Director of University/Community Programs\nAll other Locations: Office for Institutional Equity and Compliance\nSuicide Prevention Policy\nAs required by Missouri law (Mo. Rev. Stat. §173.1200), this Policy is intended to advise Missouri State University students, faculty and staff of certain national, regional, and local suicide prevention programs available to students, faculty and staff on and off of Missouri State University’s campuses, the proper procedures for identifying and addressing the needs of students exhibiting suicidal tendencies or behavior, and the available University training regarding suicide prevention and response.\nThe community of scholars that is Missouri State University-West Plains is committed to developing educated persons. Educated persons accept the responsibility to practice personal and academic integrity. Each participant of the University community refrains from and discourages behavior that threatens the freedom and respect each member deserves. The following policies and procedures specifically address student academic integrity but recognize that student academic integrity is only part of the entirety of academic integrity in a community of scholars and that all members of the community share the responsibility for fostering academic integrity.\nThe Missouri State University-West Plains Faculty Handbook states that course policy statements must include a statement of the instructor’s policies concerning cheating and plagiarism, including consequences. An instructor’s policies on academic integrity issues, while they may reflect the instructor’s personal views, also should be consistent with this University policy on student academic integrity.\nDefinition: Academic Dishonesty: Any one of the following acts constitutes academic dishonesty:\n- Cheating: The term \"cheating\" refers to using or attempting to use unauthorized technology, materials, information or study aids in any academic exercise.\n- Fabrication or other misconduct in research: The term \"fabrication\" refers to unauthorized falsification or invention of any information (including research data) or any citation in any academic exercise; \"misconduct in research\" refers to any violation of ethical guidelines for attributing credit and authorship in research endeavors, non-compliance with established research policies, or other violations of ethical research practice.\n- Plagiarism: The term \"plagiarism\" includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work or sections of a work of another person without full and clear acknowledgement, whether intentional or not. This includes any material copied directly or paraphrased from the Internet. The unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials, including material taken from or ordered through the Internet, also constitutes plagiarism.\nFacilitating academic dishonesty: Assisting or attempting to assist another to violate any provision of this Academic Integrity Policy, whether or not that action is associated with any particular course, is considered academic dishonesty.\nReview and Appeal Process: There is an appeal process for removal of an 'XF' Grade. To see the full policy, visit https://wp.missouristate.edu/catalog/academic-integrity.htm.\nAttendance is taken for all courses, the entire semester. Financial aid is not released until after attendance is confirmed. Students who stop attending courses may be held responsible for federal funds received and be required to pay back federal funds. Students should talk with the office of financial aid before no longer attending a course, dropping a course or withdrawing from a semester. Students who fail to attend 25% or more of the course class meetings can be dropped by the faculty member. Please be reminded that attendance in an online course is measured by active participation, such as posting on a discussion board, turning in an assignment, completing an exam, etc. Attention online students: Signing into Blackboard does not constitute attendance.\nSee the catalog for the revised Attendance Policy.\nMissouri State-West Plains Weather Hotline - (417) 255-8075\nThe general policy for weather is that classes will not be canceled because of inclement weather. Students should use their own good judgment regarding travel when weather conditions are questionable.\nHowever, in extreme conditions classes may be canceled. Faculty, staff and students should call the Missouri State-West Plains Weather Hotline at (417) 255-8075 for information regarding the status of Missouri State-West Plains classes, Mountain Grove extended campus classes and Missouri State Outreach classes on the West Plains campus. An official announcement will be issued through the local radio stations and Springfield television stations only if Missouri State-West Plains and Mountain Grove extended campus classes are canceled.\nThe campus employs one or more individuals to provide an Evening Safety Services program. These services include a campus safety presence, escort services and emergency services. In the event of an evening emergency, please call the Garnett Library 417-255-7945 or the Evening Safety personnel 417-257-9078.\nHostile Persons Guidelines: https://wp.missouristate.edu/CampusSafety/Preparation.asp#Hostile\nEmergency Procedures Posters\nThe Campus Safety & Parking Committee prepares Emergency Procedures posters providing instruction in the event of fire, tornado, or other emergencies. These posters are located in each room in each campus facility.\nAdditional information regarding campus safety at Missouri State University-West Plains may be accessed on the Campus Safety and Parking website at: https://wp.missouristate.edu/CampusSafety.\nThe office of registration and records (417) 255-7979 may be contacted by emergency personnel or your family to relay messages to you in case of an emergency. Routine messages are not accepted in order to allow instructors to conduct orderly class sessions. In the event of an evening emergency, please call (417) 257-9078.\nElectronic Devices in the Classroom\nAs a member of the learning community, each student has a responsibility to the other students who are members of the community. When cell phones or pagers ring and students respond in class or leave class to respond, it disrupts the class. Therefore, the office of academic affairs asks that cell phones, pagers or similar communication devices be turned off or put into silent mode during class. At the discretion of the instructor, exception to this policy is possible in special circumstances.\nThe University also acknowledges the usefulness of electronic devices to students in the learning process; however, the use of computers, PDAs or other electronic devices in classrooms and instructional settings is at the discretion of the instructor. Students should review instructors' policy statements for information about whether or not they will be allowed to use such devices in the classroom or other instructional setting."

"Our students are bright, intellectually curious learners, with enormous potential. However, their communication and social abilities can affect both their academic success in the classroom, and their social success in the larger community.\nWe rely on positive, research-based practices in order to develop each student’s full potential for social growth. We emphasize perspective, self-awareness, self-advocacy, flexible thinking, understanding others, peer relations, responsibility, problem resolution, and social expectations.\nSocial learning and thinking are embedded in the academic curriculum and instruction throughout the day. Key social skills are broken down into more basic components. Students learn how to cooperate and work successfully as group members in a variety of projects and activities. Role-playing, drama, art, and other forms of creative expression are used to facilitate student learning and to practice successful social skills strategies.\nIntegration and Opportunities for Practice\nWe believe that one of the best ways to develop social growth is by coaching students through the “teachable moments” that occur naturally each day. Whether in the classroom, during group activities, at lunch, or on the playground, all of our staff are continually working with students to practice skills they are learning. Successful experiences are reinforced, and we help students learn how to “repair” an unsuccessful experience by trying a different approach to produce the desired outcome. Parents and family members are also included as we extend the learning into the home environment.\nBecause our students often struggle to apply skills they acquire in new environments, we provide them with regular opportunities to practice their social skills in the community. We take full advantage of the wealth of community and cultural resources within walking distance, and around Wilmington. We want our students to develop fluency in their social interactions as they eat out, go to the park, take a field trip, or enjoy extracurricular activities with families and friends. We teach our students how to navigate the unstated rules of society that can be difficult for them to understand.\nIn order for instruction to be meaningful, we strive to ensure that the skills that students are learning in the classroom transfer across people, places, and situations. Through frequent and consistent communication, teachers and parents are able to cooperate on addressing targeted goals specific to each student. Using each students individualized education plan, we establish a how we will monitor and assess whether students are successful in this transfer of knowledge in their day to day lives.\nOur staff is trained to assess students to determine their unique social strengths and challenges so that we can implement the most appropriate and effective strategies. We employ a number of methods to measure social skill acquisition and mastery, such as videotaped self-modeling, portfolios, anecdotal records, checklists and self-recording. Ongoing and accurate assessment is crucial to student growth, and allows us to continually refine and improve upon our program. We actively communicate with parents regarding student progress in social growth areas.\nSocial Thinking and Learning Assessment\nWe follow a structured, systematic and thoughtful curriculum that carefully sequences and orders a progression of social skills. We are committed to identifying and creating research-based “best practices” for helping our students learn to successfully interact and communicate with others, and to think flexibly. Some of the instructional strategies and materials we use include:\n• Thinking About You, Thinking About Me (Michelle Garcia Winner)\n• The Hidden Curriculum (Brenda Smith Myles)\n• Be Cool (James Stanfield)\n• Skillstreaming (Arnold Goldstein)\n• Social Skills Training with Asperger’s Syndrome (Jed Baker)\n• Comic Strip Conversations (Carol Gray)\n• Incorporating Social Goals in the Classroom (Rebecca Moyes)\nPlease check out our Social Group Curriculum to see the many skills we teach during the year! (We are always adding to this list, so check back frequently.)"

"Home > Preview\nThe flashcards below were created by user\non FreezingBlue Flashcards.\nWhat are the committees for the health fair?\n- Door prize\n- Facilities management\nWhat are the seven responsibilities of a health care educator?\n- Assess: plan an assessment, collect health related data\n- Plan health education:develope goals and objectives,select or design strategies for intervention\n- Implement:impelement a plan of action,monitor impelementaition\n- Evaluate: develop plan for evaluation, design data collection intstruments\n- Administer: manage resources, obtain accptance(door prizes and facility)\n- Serve as a resource:disseminate health related information\n- Advocate:assess and prioritize health information, deliver messages using variaty of methods.\nWhat is healthy people 2020 based on ?\n- It is based on the accomplishments of the 4 previous HP\n- 1979-the surgon general\n- 1990- promoting health/preventing disease\n- 2000-national health promotion\n- 2010-improving health\nWhat is the key component of healthy people 2020?\nWhat are the goals of HP2020?\n- Attain a high quality longer lives\n- Achieve health equity and eliminate health disparities\n- Create social and physical environment that promotes good health\n- Promote QOL\nWhat are determinants of health?\n- Biology &genetics\n- Health care delivery\nHealth field concept?\nsuggests that there are four concepts that make up the health field and contribute to health and wellness or diease\nWhat are two skills that are important to the health educatiors?\n- Community organizing/building\n- Health promotion programing\nWhat is a key factor in establishing relationship between researchers and the community?\nWhat is community organizing?\nProcess through which communities are helped to ID common problems or goals, moblize their resources(vendors),develope and implement strategies for reaching goals(posters) these goals are collectively set.\nWhat are assumptions used for community organizing?\n- Communities can develop the capacity to deal with their own problems\n- People want to change and can change\n- People should participate in making, adjusting or controlling major changes taking place\n- Change that is self imposed has meaning and permanance\n- A holistic approach is better then fragmented\n- Democracy needs cooperative participation\n- People must learn necessary skills,communities may need help organizing to address their needs.\nwhat are different methods of community organizing?\n- Locality development-self help method, process oriented,consensus building, build group ID and sense of community\n- Social planning: may people are involved, needs skilled volunteers,focus on problem solving(rational,empirical,task oriented)\n- Social action: involves redistribution of power and resorces, tas and process oriented allows community change\nWhat are the ten step approaches to the community organizing?\n- Recoganize the issue(topic)-a problem exists and something must be done. Organized bottom up/grass root or top down\n- Gain entry to the community: learn about community before approaching the gate keepers\n- Organize the people: obtain support from who are interested, those affected by the problem, ID a leader, recruit additional community memebers.\n- Assess the community\n- Determine priorities and set goals\n- Arrive at solution and select intervention strategy\n- Evaluate the outcomes\n- Maintain outcomes over time\n- Loop back and modify plans as required\nWhat is community building?\n- It is strenght based rather than need based\n- It involves mapping communities capacity(ID communities assets)\n- Difference between this and CO is the different type of assessment used\nWhat are different types of intervention strategies?\n- Health communication\n- Health education\n- Health policy\n- Health engineering\n- Health related community services\nWhat is the generic approach to community organizing?(IEML)\n- The last four steps\nWhat are other methods used for community organizing?\n- Healthy cities and communities\n- PATCH(moblizing the community,collecting data,choosing health priorities, intervention plan,evaluating)\n- It has p steps the first five fall under precede and the last four are proceed.\n- PRECEDE-predisposem reinforce,enable,construct,ecosystem diagnosis and evaluation\nWhat are the five phases of precede?(SEBEA)\n- Social assessment\n- Administration and policy assessment\nWhat is social assessment? (Topic Committee)\n- It asess quality of life\n- Use multiple source of information\n- Purpose is to understand how people percieve their own quality of life and understand their aspirations\n- engenders community participation\n- Sets priorities and cannot only look at health data\nWhat does social assessment bring together?\n- Public's percieved needs\n- Actual needs based on scientific data\n- Resources, feasabilities and policy\nWhat are different methods of data collection?\n- Community forums\n- Focus groups\n- Retrive existing data\nQuality of life?\nperception of individuals or groups that their needs are being satisfied and they are not denied opportunities\nprocess and condition among people and organizations that lead to accomplishing a goal of mutual social benefit\nassessment of the capacities and skills of individuals and existing assets in the community\nWhat is epidemiological assessment?\n- establishes relative importance of various health problems\n- provides basis for setting program priorities\n- helps in allocationg responsibilities\nWhat is behavioral and environmental assessment?\n- Behavioral: analysis of behavioral links to the goals or problems ID in the previous stage\n- Environmental:analysis of factors in the immediate social and physical environment that could casually be linked to the behavior\nWhat is educational and ecological assessment?\n- ID program objectives by looking at the causal factors of the behavior(predisposing,enabling,reinforcing)\n- Sort, categorize and select the factors that seem to have direct impact on the behavioral and environmental targets\nWhat is Administrative policy?\n- Assess readiness of the organization\n- Develope timetable and budget\n- Assign resources\n- ID specific settings\nWhat are the four steps of PRCEED(IPIO)\n- Process evaluation\n- Impact evaluation\n- Outcome evaluation\nWhat are the three steps of implelementation?\n- Assessment of resources\n- Assessment of available resources\n- Assessment of factors influencing impelementation(evaluation committee)\nWhat is process evaluation?\n- Day to day activities\n- Provides documentation on what is going on in the program\n- Describes actul program activities\nWhat is impact evaluation?\nAssess the overall effectiveness and effect of program activities on the client\nWhat is outcome evaluation?\nassess changes or improvement over time, morbidity and mortality and other health status indicatrs are examined.\nWhat are the functions of needs and strength assessment?(UGOD)\n- Used as a way to allocate resources\n- Generate support for already established needs\n- Organize community to develp its potential to solve problems\n- Document the existance of a community health problem\nWhat is the purpose of need assessment?\n- ID the needs of a target population\n- ID existing resources\n- Determine whether needs are being met\n- Create a useful program\nWhat are different levels of assessing needs?\n- Macro-societal or state\nWhat are different steps taken for needs assessment?\n- Decide to conduct one\n- Involve the community\n- Specify the purpose\n- Assess obstacles\n- ID approperiate needs\n- Gather data\n- Summerize and interpert\nWhat are the different strategies used?\n- Old-focus on needs, deficiencies and problems\n- New-discover the community capacity\nWhy is the old strategy is used more often?\n- Researchers like to study problems\n- Funding sources base grants on needs\n- A need orentation is used by media\n- Wall is built in a desire to help\nWhat are the consequances of the focus on needs for the community?\n- People start thinking of themselves as deficient\n- Think of themselves as victims\n- Not empowering\n- Leads to fragmented solutions\n- Directs funding to service providers\n- Negatively affects local community leadership\n- Encourages cycle of dependancy\n- Leads to sense of hopelessness\nWhat are community assets?\nWhat are different approaches?\n- Asset based-starts with what is present in the community\n- Internally focused-agenda building and problem solving capacities of local residance and others involved\n- Relationship driven-constantly build and rebuild relationships among locan residents\nWhat is the definition of the CBPR?\nApproach that entailes incolcing all potential users of the research and other stakeholders in the application of the research (green and mercer)\nWhat are the guiding principles of CBPR?(BBCDFDIPS)\n- The community is the unit of ID\n- Build on community assets\n- Develop a collaborative partnership\n- Co-learning and capacity building among all partners(most important component)\n- Balance between knowledge and intervention for mutual benefit\n- Focus on local relevance of public health problems\n- Systems development is key\n- Disseminates results to all partners\n- A long term process with commitment to sustainability(Israel)\nWhat are the attributes of the CBPR approach?\n- The community is a unit of identity\n- The community is a co-equal entity\n- Community does not perceive it as university\n- Use multiple methods of data collection\n- Emphasis on long term commitment\n- Emphasis on co learning\n- Collective visioning\n- Innovative problem solving\nWhat caused the building of CBPR?\n- Health behavior change programs are not successful\n- Universities needed to get out\nHow does the CBPR process start?\n- Best if researchers are approached by community\n- Many approach for assistance\nWhat are challanges associated with CBPR?\n- Takes time and effort to buid trust\n- It is more likely capacity building\n- Sometimes hard to develop a common purpose\n- Working with partners with different backgrounds\n- Differences between academic and the community\nWhat is the difference between the university and community culture?\n- University people care about outocme professionally and they are outcome oriented. Research is the priority\n- Community people care about outcome personally, process oriented, research is extra work.\nWhat are necessary skills needed for CBPR?\n- Team building\n- Group process\n- Interpersonal communication\n- Political acument\nWhat are the benefits of CBPR?\n- Meet many wonderful people\n- Improvement in knowledge\n- Provide needed service while empowering communities\n- Impact policy\n- Involved in applied research\n- Improve research\n- Learn about other cultures\n- Help communities\n- Contribute to social justice\nAwerness of our own cultural views and attitudes toward different cultures and cross cultural skills\nWhat is the purpose of using age-related profiles?\nIt helps ID the risks and target interventions\nWhat is MIC?\nIt incompassees health of women of chilbearing age from prepregnancy through pregnancy labor /delivery and the postportumand health of the health of a child prior to birth through adolescence\nWhat is the importance of MIC statistics?\nIt is an important indicator of effectiveness of disease prevention and health promotion services in the community.\nWhat Race/ethnicity has the highest infant mortality rate?\n- Non.hispanic blacks\n- The lowest belongs to Cubans\nWhat country has the lowest mortality?\nWhat is the definition of family?\nIt is a primary unit in which infants and children are nurtured and supported regarding healthy development\nWhat is the family definition according to US census bureau?\nA group of two people or more related by birth, marriage or adoption and residing together\nWhat is the importance of a family for children?\nIt is important for child's well being\nWhat are the affects of being raised in a single parent household?\n- adverse birth outcomes\n- low birth weight\n- higher mortality\n- more likely to be in poverty\nWhat is the difference between married and unmarried mothers?\n- They tend to have lower education\n- Lower income\n- Greater dependence on welfare\nWhat are the negative outcomes associated with teen pregnancy?\n- Drop out of school\n- Not getting married\n- Rely on public assistance\n- Live in poverty\n- **substantial economic consequances for the society\n- They are less likely to recieve early prenatal care\n- they are more likely to smoke, have LBW babies, have pregnancy complications\nWhat are the negative health behavior associated with unintended pregnancies?\n- Delayed prenatal care\n- Inadequate weight gain\n- Alcohol and other drug use\nWhat is the community involvement when it comes to family planning?\ngovernmental and nongovernmental organizations\nWhat is title X\n- This is a family planning act which is a federal program that provides funds for family planning services for low income people\n- ** Major program to reduce unintended pregnancies\n- **supports 61% of family planning cliniques\n- **over 5M women receive care\nWhat are some services provided by FPCS?\n- nutrition counsling\n- immunization care\n- well baby care\nRoe Vs. Wade\nAbortion is legal in early stages of pregnancy\nWho contributes to majority of abortions?\n- Unmarried women\n- 55% white\n- 52% under age 25\nWhat are the three components of the prenatal health care?\n- Risk assessment\n- Treatment of medical conditions\nWho faces the highest racial disparitiy in prenatal care?\n- American indians/Alaskan natives-this is due to their culture, health care and their access and the transportation\n- Non.hispanic black\nWhat are some factors contrinuting to infants health?\n- Mother's health and behavior\n- Levels of prenatal care\n- Quality of delivery\n- Infants environment after birth\nWhat is infant mortality?\nDeath of a baby before the age of one and it is considered the measure of nation's health\nWhat are the factors contributiong to decrease in mortality rate?\n- Improved disease survalliance\n- Advanced clinical care\n- Improved access to health care\n- Better nutrition\n- Increased education\nWhat are leading causes of infant death?\n- Congenital abnormalities\n- Preterm,low birth weight\nChid mortality is?\nmost severe measure of health in children\nWhat is the leading cause of death in children?\nUnintentional injury specifically motor vehichle death\nWhat are the causes of child morbidity?\n- Unintentional injury\n- Child maltreatment-community response needed\n- Infectious disease-importance of immunization\nWhat is title V?\nIt is the only federal legislation dedicated to promoting and improving health of mothers and children\nWhat is MCHB?(IPED)\n- This established in 1990 to administer title V funding\n- Accomplishes goals through 4 core public health services\n- Infrastructure building,population based,enabling and direct health care services\nWhat is WIC?\nThis is a special supplement food program for women, infants and children sponsered by USDA started in 1974\nWhat are the eligibility requirements for WIC?\nResidency in application state and income requirements\nWho are WIC enrollees?\n- Infants 25.5%\n- 1 years of age\n- 2 years of age\nWhat is CHIP?\nthis targets uninsured children whose families don't qualify for Medicaid\nWhat is FMLA?\nGrants 12 weeks of unpaid protected leave to men or women after birth of a child, adoption or illness in immidiate family\nWhat are some organizations advocating for children?\n- Children's defense fund\n- American academy of pediatrics\nWhat is the make up of US population?\n66% white non.hispanic\nWhat is Race and what are the categories?\n- Race is grouping people together based on the phenotypical or georgraphical ansectery. The four racial groups which in 1997 became 5 include:\n- American Indians/Alaskan native\n- Pacefic islanders\n- ** race is more social then biological\nWhat is ethnicity and what are the categories?\n- Grouping people toghether through a common such as common language or culture.\n- Non hispanic origin\n- hispanic origin\nTo define health disparities what are the factors that needs to be distinguished?\n- Health status\n- Health care access\n- Quality of health care\n- Health care outcomes\nWhat are some factors contributiong to health disparities?\n- Health care provider\nWhat is the largest minority group?\n- Lation/Hispanic origin\n- These are people of mexican,Puerto Rican, Cuban,Central American or south american descent or some other spanish origin\n- 95% of hispanics in US are classified as white\n- They have less high school education so this relates to their income\n- Health beliefes is the role of God\nWhat What is the origin of black american?\n- These people have origins in any of the black racial groups from africa\n- More then half live in the south\n- Their income is ranked below all racial groups\n- Due to roots in slavary they use traditional methods for achieving better health\nWhat is the racial group with highest poverty rate?\nWhat is Indian health services responsible for?\n- Assist tribes in developing health program\n- Facilitate and assist indians in coordination health programs\n- Provide comperehensive health care\n- Serve as principle health advocate\nWhat is the definition of refugee,immigrants,alines,illigal aliens?\n- person who flees an area or country to seek shelter from danger.\n- individual who migrates from one country to another for ourpose of seeking permanent residance\n- Someone who is not born here(college studnents)\n- these enter the country illigally\nWhat are the 6 categories that needs elemination of disparities in minority population?\n- Infant mortality\nWhat minority group has the highest rate of diabetes?\nAmerican indian alaskan native\nWhat are the factors contributing to health disparities?\n- Legal and political\nWhat is the single most influential contributor to premature morbidity and mortality?\nWhat are three kinds of power associated with empowerment?\n- Social: access to bases needed to gain political power\n- Political:power of voice and action\n- Psychological:indicidual sense of potency\nWhat age is considered adolesents?\nWhat is the source of threat for the adolesence?\nBehavior rather than disease\nWhat are the leading causes of death in this age group?\n- Unintentional injury( 1/4 car crash involving alcohol)\nWhat are the 2 common STDs and who has it in higher rate?\nChlymedia and gonnorhea females contract chlymedia at a higher rate between ages of 15-19\nWhat are the major causes of motor vehichle crash injury?\n- Not wearing seat belt\n- Being drunk\n- being an aggressive driver\nWhat is the leading cause of death among A.A adolesence?\n- This is the 2 lead for Hispanic and 3 for Native americans\nWhat are risk factors associated with violance?\n- Poor supervision\n- Exposure to violence\n- Poor emotional attatchemet\n- Friends engage in high risk\n- Low commitment to school\n- Academic failure\nWhat are life style choices of High school students?\n- Unintentional injury\n- Physical activities\n- Over weight and weight control\nWhat are life style choices of college students?\n- Unintentional injury\nWhat are characteristics of adolescents?\n- Risk takers\n- Believe they know everything\n- Don't want to be told what to do\n- Believe they are invincible\n- Live in the moment\n- Don't consider consequenses\nWhat community programs can prevent injury?\n- School lock down on prom night\n- Reduce the BAC (.8)\nWhat is the age group for adults?\nWhat is the cause of mortality among adults?\nIt is mostly chronic diseases which is associated with unhealthy behavior and poor life style choices\nWhat are leading causes of death among 25-44?\n- Unintentional injuries\n- Heart disease\nWhat is the leading causes of death among 45-64?\n- Heart disease\n- Unintentional injuries\nWhat are the leading cause of cancer death for man and women?\n- for man- prostate,lung,colorectal\n- for women-breast,lung,colorectal\nWhat are some risk factors associated with chronic disease?\n- Lack of exercise\nWhat are risk factors associated with personal injury?\nWhat are different categories of aging?\n- Elders-65 amd p;der\n- young olds-65-74\n- mid old-74-85\n- old old-85 and older this is the fastest growing population\nAged is defined as:\nstate of being old when one reaches a specific age\nAging is defined as:\nchanges that occur normally in plants and animals as they grow\nstudy of aging , including chemical, biological, psychological, economic and historic\nMedical practice specializing in treatment of the aged\nWhat are the 3 defining points associated with the population and demography?\n- Birth rate\n- Death rate\nWhat are the factors contributing to population size and age?\n- Fertility rate-# of births/1000\n- Mortality rate-Death rate/100000\n- Migration -movement of people\nWhat demographic variables affect community health programs for older americans?\n- Marital status (3/4 of men and half of women, women are more likely to be widowed)\n- Living arrangements( closely linked to income, health status and availability of caregivers)\n- Racial and ethnic composition\n- Geographic distribution\n- Economic status\nWhat is the state with the greatest elder population?\nWhat are some reasons that states ages?\n- Inward immigration\n- Leaving of young people\n- Decreased fertility\nWhat is the income resource for the elderly?\n- Social security\nWhat are top causes of death for elders?\n- Heart disease\nWhat are different types of imparements for older adults?\nWhat are some instrumental needs for elders?\n- Personal care\n- Health care\n- Community facilities\nAmong elders what groups have the highest poverty?\nnon married women and minorities\nWhat are major needs associated with housing for the elders?\nWhen it comes to personal care of elders what are the for levels of taks that may need assistance?(IECT)\n- Instrumental- house keeping, transportation,maintanance\n- Expressive-emotional support,socializing\n- Cognitive task-scheduling appointments\n- Task of daily living-eating, bathing\nWhat is a primary source of payment for health care services for elders?\nWhat are some services provided to protect rights of elders?\n- Older american act of 1965\n- National nutrition program for elders\n- State and area agencies on aging\nWhat is the leading cause of disability in north america?\nMental illness (26% diagnosable mental disorder, 6% serious mental illness)\nWhat are the causes of disability for all ages?\n- Mental illness\n- Alcohol and drug\nWhat is mental health?\nEmotional and social well being\nMental disorder is?\nHealth condition characterized by alteration in thinking, mood, behavior associated with distress or impared functioning\nall diagnosable mental disorder\nWhat are characteristics of good mental health?\n- Functioning under adversity\n- Change or adapt to changes around them\n- Maintain control over their tension\n- Find more satisfaction in giving\n- show consideration for others\n- curb hate\n- Love others\nWhat is the most influential book in mental health?\nDiagnostic and statistical manual of mental disorders\nWhat are causes of mental disorder?\n- Poor prenatal care\n- Postnatal environment\n- Brain function imparement\n- Substance abuse\n- family functioning\n- Major Depression\nStress is considered to be what kind of disease?\nDisease of adaption\nIn colonial american how were the mentally ill cared for?\nFamilies or private care takers\nWhen was first institutionalized appeard?\nWhen did the moral treatment era begin?\n1792, they believed that environmental changes can affect the mind and alter behavior\nWho advocated for public hospitals?\nDorothea Dix , for providing decent care for indigents with mental illness\nWhat practices where started being used 1939?\n- ECT (shock therapy. insulin therapy)\nWhat mental health care was established after WW2?\nWhen did deinstituonalization become common?\nit was common in 1950 because of new drungs and concern about patient rights\nWhat year was CMHCA?\nWhat are the consequances of deinstitutionalization?\n- Financial instability\n- Comprise 1/3 of our homeless\n- Greater burden on communities\n- Mental health dollars spent on acute care\nWhat is the composition of the homeless population?\n2.1 M adults, 80% temporary, 10% esporadically,10% chronically\nWhat are treatment approaches for mental illness?\n- self help\n- ** prevention is considered to be more cost effective\nWhat is coordinates school health program?\n- Organized set of policies , procedures and activities designe to protect,promote and improve the health and well being of students and staff\n- Health education\n- physical education\n- health services\n- healthy environment\n- health promotion\n- family community involvement\nWhat are the parts of school health council? and what is the primary role?\n- students , parents, teachers, medical personnel, mantenance workers,social workers,counseling, food service workers\n- Primary role is to provide coordiation of the various components of CSHP\nWhat are the foundations of the school health program?\n- Support of school administration\n- Written school health policies\n- Well organized school health council\nWhat are the steps for creating local health related policies?\n- ID the policy development team\n- Assess the districts needs\n- Prioritize needs and develop an action plan\n- Draft policy\n- Build awareness and support\n- Adopt and impelement policy\n- Maintain measure and evalute\nWhat are the components of the school health program?\n- Administration-supportive adminstration, school health coordinator\n- School health services- health services provided by school health workers to protect and promote health\n- Healthy environment- safe surroundings, physical, psuchosocial\n- Health education-develop and deliver and evaluate planned curriculum\n- Counsling-individual and group assessment\n- Physical education-providing cognitive contents and experiences in variety of activity areas\n- School nutrition services-nutritious and appealing meals\n- Family involvement for school health-integrated school, parent and community approach\n- School-site health promotion for staff-opportunity for staff to improve their health\nWhat are the concerns of school health program?\n- Lack of support-policy constraints,lack of administrative support, focus on subjects included on tests\n- School health curriculum challanges-based on differing values\n- School-based health centers-met resistance in certain communities\n- Violence in schools-risk factors need to be ID\nWhat is the policy development associated with CSHP?\n- Should be executed by the school health council\n- Should cover all facets of school health program\n- Gain approval from key stakeholders\nWhat is the definition of injury?\nIt is kind of damage to the body that is produced by energy exchange that are manifested within 48 hours\nWho are individuals contributing to injury prevention research?\n- Dehaven- WW1 studied ways to reduce force of impact\n- Gordon-Used epidemiology to analyze risk factors\n- Haddon-used epidemiology to study highway safety\nWhat is the difference between intentional and unintentional injury?\n- Unintentional injury occurs without anyone intending harm\n- Intentional injury is purposely inflicted by self or other\nWhat are negative factors associated with disabling injuries:\n- Great human burden attributed to injuries\n- significant econocmic costs\n- Greatly contribute to premature death\nWhat are community health problems associated with unintentional injury? and what percentage contributes to death?\n- Motor vehichle crashes( leading cause of unintentional injury death and nonfatal unintentional injury)\n- Poisoning( most occurs at home)\n- Falls ( leading cause of injury related ED visits and affects elders)\n- account for 2/3 of all injury related deaths\nWhat are the ways we look at when we want to define injury?\n- Person (Age,Gender,Minority status)\n- Place(home,highway, sports areas, work place)\n- ** most injuries occur at home\n- Time( days of the week, time of the day, month of the year)\nWhat is the most contributing factor to injuries?\nWhat are methods of prevention through epidemiology?\n- Prevention through epidemiology-host, energy-environment\n- Control tactics based upon transmission\n- A) prevent accumulation of energy-reduce speed limit\n- B)prevent inappropriate release of energy-flame retardant fabric, safety belt\n- C)place barrier between host and agent-inclusion around electric wire\n- D) separate host from source of energy-locked gates\nWhat are sources of injury?\n- Physical energy: mechanical, thermal , radiant, chemical\n- Agents that interfere with normal body energy exchange: water, carbon monoxide\nWhat are means of transmission of energy?\n- Vehicles- electric lines, hot rivets, poison containers, moving objects\n- Vectors-plants, animals\nWhat are community approches to preventing injury?\n- Automatic protection-modify products\n- Litigation-removing unsafe tires\nWhat are the componets of circle of violence?\n- Stress period\n- Crisis state\nWhat unhealthy behavir leads to highest number of death?\nWhat are different costs associated with Drug problem?\n- Direct cost-health care, premature death,impared productivity\n- Indirect cost-crime , court, jails, social work\n- Any substance other than food or vitamins that alters physical, mental or emotional state\n- Drug taking behavior\n- Inapproperiate use of legally purchased prescriotion or non prescription\n- Use of prescription or nonprescription for non medical purpose\nWhat are environmental risk factors associated with drug and alcohol use?\n- Personal factors\n- Home and family\n- School and peers\nWhat are the prevention methods associated with drug and alcohol?\n- Primary- aimed at those who have never used drugs\n- Secondary -those who have used but not chronic users\n- tertiary-treatment and aftercare\nWhat are elements of prevention ?\n- public policy\n- law enforcement\n- poblic policy\nFederal agancies and programs associated to reduce drug and alcohol use?\n- Office of national drug control policy\n- Department of HHS\n- Sebstance abuse and mental health services\n- National institute on drug abuse\nWhat is health disparity?\nDifference in the incidence, prevalence and mortality and burden of disease and other health conditions that exist amon specific population groups in the USA> closely linked with socioeconomic status\nWhat is health equity?\nEffort on fairness, entail special effort to improve the health of those who have experienced social or economic disadvantage.\nWhat are the three basic ethical principles? (RBJ)\n- Respect for others- people should be treated as autonomous agens, people with diminished autonomy are entitled to protection these include, prisoners,children, prisoners, students\n- Beneficience-do no har, and maximize the benefit\n- Justice- fair distribution of burden and benefit, equal treatment, this is the informed consent process\nWhat is social justice?\nThe application of the concept of justice on social scale\nWhat is the definition of health according to WHO?\nState of compelete physical, mental and social well being and not merely absence of disease\nWhat is the key code of ethic and essence of community?\nWhat are the 12 principles of public health code of ethic?\n- Address-disease aiming to prevent adverse health outcome\n- Achive- health by respecting the rights of others\n- Advocate-empower disenfranchised community memebers\n- Seek-information needed to implement that promote and protect health\n- Provide-communities with information\n- Act- in timely manner\n- P/P incorporate variety of approches\nWhat are the principles of ethical practive of public health related too?\n- Healthy people\n- Community organizing\n- Basic ethical principles\n- Health education responsibilities\n- Coordinated school health program"

"Department of Education\nDr. Wilayat Bibi\nThe Department of Education embraces the principles of increased transparency, participation, and collaboration as essential to accomplishing its mission. By focusing on open practices, we anticipate the creation of new information and knowledge that will help to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.\nThe Department has developed a set of strategic goals and objectives for openness that will drive its work forward and allow it to measure and assess its progress, like:\n- Increase the Department’s transparency and accountability.\n- Solicit and incorporate more public input into Department operations.\n- Increase collaboration and communication with other organizations.\n- Create a culture of openness within the Department.\nThe Department envisions a world in which education positively contributes to each person's ability to reach her potential in acting for society's good.\nThe Department’s mission is to prepare learner-sensitive educators with the knowledge, skills, and dispositions to contribute to a better society.\n- Assessment - Students will understand and apply foundational knowledge and skill in the identification and diagnostic study of individual students in a non-biased, reliable and valid manner.\n- Intervention - Students will acquire knowledge and skill in evidence-based individual, group, and school level remediation strategies, interventions, and psycho-educational programme planning.\n- Consultation - Students will demonstrate knowledge of consultation and supervision models and skills to effectively serve as consultants to teachers, parents and other educational personnel on matters related to the education and mental health of children and adolescents to insure the most appropriate education programme.\n- Research and Inquiry - Students will be able to review, apply, conceptualize/design and carry out research that enhances the knowledge base and the professional practice of educational institution’s psychology.\n- Ethical, Social and Professionally Responsible Practice - Students will demonstrate a comprehensive understanding of state, federal and setting-specific laws and policies; ethical and practice standards of APA and NASP; and use appropriate decision making strategies in training and professional contexts.\nProgrammes of Study"

"Guiding Our Work\nPreparing Students for Life\nThe Dublin City Schools Profile of a Graduate continues to evolve and guide classroom level work during the 2019-20 school year and is woven into the District goals. The Profile is a tool to help guide and focus our work in supporting students to become healthy, happy, successful graduates. It lists traits housed under three categories: Knowledge, Skills and Habits. This guidepost aligns our work around the knowledge students need within innovative learning environments utilizing the technological tools of the day; focuses attention on the habits and skills that develop character attributes such as kindness, empathy, perseverance and honesty; promotes understanding of global awareness and civic engagement.\nGoal #1, Innovative Learning Environments\nOur culture of thinking remains a focus throughout the K-12 learning experience. We consistently review our curriculum in order to provide students with a well-rounded experience.\nThis year, we will focus on examining our science and related arts course offerings, in addition to implementing a new K-12 math resource. Our technology initiative allows educators to innovate in ways we did not see possible years ago. The learning tools and access to information requires us to support innovative learning environments that shift the learner from not only a consumer of information but also a creator of information. Educators regularly analyze patterns and trends of student learning to identify, plan, progress, monitor and communicate individual student progress.\nGoal #2, Social-Emotional Wellness\nThe mental and emotional health of our students is the foundation for learning and success. The Ohio Department of Education (ODE) recently released social emotional wellness standards which we look to analyze and implement within our K-12 learning environments. The ODE defines social emotional learning as “the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions”. In addition to new learning standards, our buildings will work to ensure that students, parents and staff feel a sense of belonging, connectivity and safety.\nGoal #3, Organizational Health\nOrganizational health refers to the collaborative efforts in creating a positive climate. Staff, in partnership with families, will act with empathy, honesty, and mutual respect to take care of those in our school community. We will be working to maximize opportunities for strong relationships and communication within our district. We believe this emphasis on organizational health will work to provide equity and success for all students.\nAs a PreK-12 public education institution, we are responsible for preparing the next generation of community and national leaders, participatory citizens, and well-rounded individuals with wide scopes of perspective. We believe our continued focus on growing thinkers aligned with the traits outlined in the profile move us further toward the pursuit of providing our students with the best possible chance to enjoy a happy, healthy, well-balanced life with the tools they need to succeed."

"Cybersafety at Oatlands Primary\nStudents today are growing up in a digital world. They are increasingly using digital technologies to learn, socialise and communicate. At Oatlands Primary School, we recognise that it is essential for our students to be equipped with the skills, knowledge and confidence to\nnavigate the online world safely. Oatlands Primary School has full eSmart accreditation. The eSmart program is an initiative run by the Alannah & Madeline Foundation, designed as a cultural change approach to improving cybersafety and reducing cyber bullying in schools and homes. At Oatlands Primary School, we take reasonable steps to protect our students from any harm that may be encountered within the online learning environment, including:\n- Holistic policies, processes and programs that reflect the teaching and learning practices of our school, as well as the safe, responsible and respectful use of online and digital technologies.\n- Creation of clear processes and practices to manage classroom and online behaviour and response to any incident that may arise.\n- Curriculum planning and documentation that explicitly teaches safe, responsible and ethical online behaviours.\n- Implementation and awareness of our school’s policies, processes and programs throughout the Oatlands Primary School community.\n- Full eSmart sustained accreditation.\n- All students sign an Acceptable Use Agreement and Google Apps for Education consent form, these can be viewed\nWhat is a Digital Footprint?\nAt Oatlands Primary School, all students learn to protect their own privacy and respect others’ privacy. Our digital world is permanent and with each post, students are building a digital footprint. By encouraging our students to reflect, pause and think before posting online, they will consider how what they share online can impact themselves and others.\nBelow are a list of parent resources that include available suggestions, resources and tips for ensuring a safe, secure and respectful online environment exists within the home environment as well.\niParent - Here you can find guidance for using safety settings on your family’s web-connected devices, tips for choosing movies and games and strategies for keeping young people safe online.\nOffice of the eSafety Commissioner - The Office is committed to helping young people have safe, positive experiences online and encouraging behavioural change, where a generation of Australian children act responsibly online—just as they would offline.\nThink U Know Australia - ThinkUKnow is a partnership between the Australian Federal Police, Commonwealth Bank, Microsoft and Datacom and delivered in partnership with all State and Territory police and Neighbourhood Watch Australasia. The cyber safety presentations sensitively cover a range of topics including sexting, cyber bullying, online child exploitation, online privacy, and importantly what to do when something goes wrong. Presentations are aimed at parents, carers and teachers and young people from grades 3-12.\nBullying No Way! - The Bullying No Way! website for Australian schools is managed by the Safe and Supportive School Communities Working Group which has representatives from all states and territories, including the Catholic and independent schooling sectors."

"Improving Wellbeing through Student Participation at School\nImproving Wellbeing through Student Participation in School\nSupporting the wellbeing of children and young people at school remains a considerable focus of policy, program and pedagogical efforts in education.\nWhile existing research suggests that student wellbeing is likely influenced by the nature and extent of their participation at school, little is known about which elements of participation are most strongly associated with wellbeing.\nThis study addresses this knowledge gap. The key findings are now being explicitly reflected in policy, programs and professional learning in NSW government and non-government schools.\nThe study adopted a mixed method approach, incorporating Axel Honneth’s recognition theory and was conducted in four phases:\nPhase 1: An extensive policy analysis to identify what current New South Wales (NSW) educational policy and guidelines say about student participation.\nPhase 2: Focus groups with students from Years 7-10 (n=177) in a range of government and Catholic schools across NSW, as well as interviews with teachers and Principals (n=32) and education policymakers (n=9).\nPhase 3: Development of an on-line survey using the information gathered in Phase 2. This was administered in two rounds with students in 4 NSW government and 3 NSW Catholic high schools, involving one class of students from each of Years 7-10 at each school (n=536 participants in total).\nPhase 4: Administering the validated survey to students in Years 7-10 across 16 NSW schools (9 x Catholic, 7 x government) (n=1435 participants in total). The survey tested the links between elements of student participation, wellbeing and recognition.\nProf Anne Graham (Southern Cross University), Prof Sharon Bessell (Australian National University), Prof Judy Cashmore (University of Sydney), Prof Patrick Thomas (University of Central Lancashire, UK), Dr Catharine Simmons (Project Officer, SCU), Dr Donnah Anderson, (Project Officer, Charles Sturt University), Julia Truscott (Project Officer, CYRA Service).\nDr Lyn Gardon (NSW Department of Education), Mr Andrew Johnson (NSW Advocate for Children and Young People), Dr Paul Thornton (Catholic Schools Office, Lismore), Mr Paul Milgate (Catholic Schools Office, Lismore).\nThe research team was supported by an advisory group of 14 individuals comprising representatives from the partner organisations, Year 7-10 students, school principals, and teachers.\n- Participation and Wellbeing - Full Report Phase 1\n- Participation and Wellbeing - Full Report Phase 2\n- Participation and Wellbeing - Full Report Phase 3\n- Participation and Wellbeing - Full Report Phase 4\n- Improving Wellbeing Executive Summary\n- Improving Wellbeing - Phase 1 Summary\n- Improving Wellbeing - Phase 2 Summary\n- Improving Wellbeing - Phase 3 Summary\n- Improving Wellbeing - Phase 4 Summary\nAcademic Publications to Date\nAnderson, D., Graham, A., Simmons, C, & Thomas, N.P. (2022). Positive links between student participation, recognition and wellbeing at school. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101896\nGraham, A., Bessell, S., Adamson, E., Truscott, J., Simmons, C., Thomas, N., Gardon, L. & Johnson, A. (2019). Navigating the ambiguous policy landscape of student participation. Journal of Educational Policy. 34 (6), 798-811. doi: 10.1080/02680939.2018.1527945\nAnderson, D. L., Graham, A. P., & Thomas, N. P. (2019). Assessing student participation at school: Developing a multidimensional scale. International Journal of Student Voice, 5(1). https://bit.ly/2xickGx\nGraham, A., Truscott, J., Simmons, C., Anderson, D. and Thomas, N. (2018). Exploring student participation across different arenas of school life. British Educational Research Journal, 44(6), 1029-1046. doi:10.1002/berj.3477"

"Young people thrive in school when they feel happy, confident and secure.\nStudent wellbeing is a whole school approach in partnership with parents and the wider community.\nBaxter Primary School makes every effort to provide a secure and supportive environment so that our students enjoy learning.\nRespectful Relationships supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence.\nEveryone in our community deserves to be respected, valued and treated equally. We know that changes in attitudes and behaviours can be achieved when positive attitudes, behaviours and equality are embedded in our education settings.\nRespectful Relationships is about embedding a culture of respect and equality across our entire community, from our classrooms to staffrooms, sporting fields, fetes and social events. This approach leads to positive impacts on student’s academic outcomes, their mental health, classroom behaviour and relationships between teachers and students.\nTogether, we can lead the way in saying yes to respect and equality, and creating genuine and lasting change so that every child has the opportunity to achieve their full potential.\nFurther information regarding the program and the content of the lessons can be found on the Department of Educations FUSE website, or by following the links below.\nProgram introduction and overview:\nFoundation Program: https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=893b7ed8-1f0a-4b6b-a2d0-c4a037ea0216\nYear 1 and 2 Program: https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=29b6985a-935d-4053-97c9-f776a99b0fb6\nYear 3 and 4 Program: https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=7327c6bf-696a-41c4-8fc3-3c45dccdc8bd\nYear 5 and 6 Program: https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=b74ae78a-995a-4a73-8361-3a200d448bd7\nThe BPS buddies program links our Year 5 students with our Foundation students.\nThe buddies program connects our Foundation students with the senior school and provides a safe face for our new students around the school. Through the program, the Foundation students develop a sense of belonging, safety and security, knowledge of school expectations, social skills, confidence and independence.\nThe Year 5 students lead the program, which affords them the opportunity to build leadership skills through the planning and facilitation buddy sessions, troubleshooting in the yard and a general reassuring presence around the school. The Foundation students are able to continue to rely on and their buddy into their second year of primary school as their confidence and independence grows.\nOur buddy program is valued by both students and staff and is therefore highly successful. The sessions are eagerly anticipated by both the Foundation and Year 5 students alike.\nChaplains support the emotional wellbeing of students by providing pastoral care services and strategies that support the emotional wellbeing of the broader school community. They work closely with wellbeing and allied health staff in schools to support students and their educational outcomes, staff, families and the wider school community.\nI have been privileged to be the Chaplain at Baxter Primary School over the last year. It is a real honor to work in such a caring supportive school environment.\nIt is important to understand that Chaplaincy, whilst is financially and practically supported by Baxter Primary School and Korus Connect, it is not a religious based program. The main focus is on the wellbeing and welfare of the children, parents and teachers within the school and the wider communities connected to the school. A Chaplain is available to address a variety of issues, concerns and critical incidents as they arise.\nThe Chaplaincy program aims to meet the needs of the students and their families through using a holistic approach caring for their emotional, physical, social and mental wellbeing. As a Chaplain, my role is to provide a safe, secure environment where all members of the school community can access me on a one to one capacity. Together we explore strategies and resolutions to build a stronger level of resilience and a clearer perspective on the next positive steps to take to improve their circumstances.\nEvery Wednesday, with the support of our Year 5/6 students, we run a breakfast club that promotes the importance of a daily healthy breakfast and inclusion within our school.\nI am present at the school every Monday and Wednesday. All parents, carers and children are welcome to visit. For the adults, a cuppa is always available.\nI look forward to being of assistance when your child attends Baxter Primary School.\nStudent Leaders at Baxter Primary School are given a variety of opportunities to represent its students both at school and within the local community.\nOur whole school assemblies are hosted by our Year 6 Leaders with the structure and design of the assembly being developed by the students.\nA focus for Baxter Primary School in the future is ‘to improve student agency and engagement in their learning.’ We currently have a working team investigating best practice in this area which will guide the role of our Student Leaders into the future.\nWorking with Children\nIn order for our school to be compliant with the WWCC Act and receive notifications on the status of Volunteer Working with Children Checks, your WWCC must be linked to Baxter Primary School.\nPlease log onto workingwithchildren.vic.gov.au and check that your WWCC is current and is linked to Baxter Primary School.\nPlease link your WWCC to our school so that you can be eligible to assist on excursions and with reading.\nYour co-operation with this essential task is greatly appreciated.\nFurther information regarding working with children checks can be found on the Justice and Regulation Website for the State of Victoria Government System.\nBreakfast club is held every Wednesday morning from 8:15am.\nCoordinated by our Chaplain, Belinda Raar, the program is supported by other staff, parents and volunteers to provide a healthy, hot breakfast for all those that attend.\nBreakfast club is open to all students and has become a great social activity with parents and siblings joining in on a weekly basis.\nOur breakfast club is proudly sponsored by Foodbank Victoria and Woolworths Baxter."

"Western Australian agencies, programs and links for relationships and sexual health education\nAbout this section\nThe agencies, programs and resources listed in this section have been included based on quality of educational content, relevance to subject matter, recency and accuracy of information provided at the time of publication.\nThe intended use of these resources is to support the knowlege, understanding and confidence of the teacher in delivering relationships and sexuality education programs. Direct use of these resources in the classroom is at the discretion of teachers and school principals.\nAgencies and Programs - Western Australia\nSchool Drug Education and Road Aware (SDERA) empowers school based staff, parents and community agencies, through professional learning services and support resources, to develop effective drug and road safety education programs within schools and communities.\nGAIN is a not-for-profit organisation run by volunteers who provide women with the opportunity, knowledge, confidence and support to obtain optimal gynaecological and sexual health.\nThe Freedom Centre supports young people (under 26), families and communities to be healthy, happy and informed about diverse sexuality, sex and gender. They host drop in spaces and peer support for young people who are Lesbian, Gay, Bisexual, Trans, Intersex, Queer and Questioning.\nLiving Proud is a non-profit organisation that provides support, information and resources to the WA lesbian, gay, bisexual, transgender, intersex, other sex, sexuality and gender diverse community. Services include: peer counselling, telephone counselling, professional development and lived experience forums.\nInclusive Education WA provide professional development and support for WA schools and staff who want to ensure that their schools environment is safe and inclusive for everyone, including for same sex attracted, intersex and gender diverse (SSAIGD) students, staff and families.\nParents and Friends of Lesbians and Gays WA (PFLAG-WA) is an organisation that supports the parents, family members and friends of loved ones who are lesbian, gay, bisexual, transgender or intersex. They offer peer support through their phone line and support group meetings.\nMulticultural Communities Council of WA (MCCWA) supports and advocates disadvantaged individuals from CaLD backgrounds to realise their potential as active contributors to the economic, social and cultural life of WA. Their youth program includes a 'youth conversation circle' which provides opportunity for newly arrived migrants to practice their communication skills in a health, wellbeing (including sexual health) and relationships context.\nWA Child Safety Services (WACSS) provide child safety education and training for children, young people, parents, educators and other professionals. Services include: professional learning, parent workshops, children's workshops and individual sessions.\nWA Department of Education website offers information, guidelines and policies to strengthen support to WA schools in the area of child protection.\nThe Western Australian branch of Relationships Australia offers a wide range of programs and services to support positive and respectful relationships.\nEdu Solutions Rock and Water Program offers a new way to interact with students through physical/social teaching. The program leads from games, simple self defence, boundary and communication exercises to a strong notion of self-confidence, purpose and motivation. Topics include: body language, mental strength, empathic feeling, positive feeling, positive thinking and visualising, bullying, sexual harassment, homophobia, life goals, desires and following an inner compass.\nSexual Assault Resource Centre (SARC) is a free 24-hour 7 days a week emergency service that offers assistance and support to any person aged 13 years and over who has experienced any form of unwanted sexual contact or behaviour in the previous 2 weeks. A free counselling service is also available (during business hours) to people who have experienced sexual assault or sexual abuse in the past (more than 2 weeks ago).\nThe Australian Medical Association of Western Australia (AMA WA) Dr Yes project sends specially trained volunteer medical students into high schools to have frank, open discussions on topics concerning youth health including sexual health. Enquiries can be made through [email protected]\nSexual Health Quarters (SHQ) provides a comprehensive range of clinical, counselling, educational and training activities around sexual and reproductive health. Services include: STI testing, unplanned pregnancy counselling, contraception counselling, professional development, education sessions. SHQ can partner with your school to deliver RSE sessions on: respectful relationships, diversity in sex, gender and sexual identity, bodies and reproductive systems, safer sex and STIs, contraception, unintended pregnancy, sexting and porn, and more.\nSECCA is a non-profit organisation which supports people with disabilities, in their efforts to learn about human relationships, sexuality and sexual health across the lifespan. Offers education and training, counselling and consultancy services.\nWA AIDS Council (WAAC) provides a wide range of services dedicated to the prevention of HIV, and the treatment and care of people living with HIV and AIDS. WAAC provides: professional development, presentations and workshops for students, a needle exchange program, and various resources.\nHepatitis WA is a community based organisation which provides free services to support people affected by hepatitis A, B and C. They aim to reduce discrimination and stigma directed at people living with viral hepatitis and raise community awareness. The provide guest speakers, education workshops and community stalls."

"Safeguarding - Keeping You Safe\nThe safeguarding of children and young people is the responsibility of all adults. In Wath Academy this includes staff employed by the school, supply staff, staff commissioned or contracted from external services & agencies, volunteers, governors, parents/carers, and extended family members.\nWe all have a responsibility to ensure that children and young people feel safe and well at all times.\nWithin school this means that all aspects of the environment ensure that a child feels able to learn and develop in a safe environment. In order to fulfil this responsibility effectively, all practitioners should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child and be aware that children includes everyone under the age of 18.\nSafeguarding and promoting the welfare of children is defined as:\n- protecting children from maltreatment;\n- preventing impairment of children’s mental and physical health or development;\n- ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and\n- taking action to enable all children to have the best outcomes.\nIn Wath Academy our Safeguarding Team is:\nAssociate Assistant Vice Principal & Designated Safeguarding Lead: Mrs Gillatt\nDeputy Designated Safeguarding Lead: Ms Smallwood\nSafeguarding Officer: Mrs Haigh and Mrs King\nSafeguarding Governor: Mrs Dickson\nIf at ANY TIME if you need to talk, please complete the following form and one of our safeguarding team will be in touch with you: Let's Talk About It.\nChild Protection is a key aspect of safeguarding which is concerned with protecting children from abuse and maltreatment, and involves working with social care and/or the police when a child is deemed to be at risk of significant harm. There are 4 categories of abuse:\nSome of the signs of abuse and/or problematic mental health include the following indicators. However, it should be remembered that there may be a perfectly innocent explanation for any of these and it is important not to jump to conclusions. To this end our Pastoral and Safeguarding Teams will take any concerns seriously but ensure any enquiries are made in a sensitive manner:\n- Changes in appearance including personal hygiene and weight loss\n- Bruises and injuries, and evidence of pain or discomfort\n- Clingy and/or fearful behaviour\n- Changes in eating habits\n- Uncharacteristic and/or secretive behaviour\n- Problems with peer groups\n- Changes in sleep patterns\n- Self-harming behaviour\n- Talk about suicide and/or death\n- Changes in mood including prolonged anxiety, stress, fearfulness, being easily prone to tearfulness and/or tendency to overreact\n- Loss of interest in social events and/or hobbies\n- Deterioration of attention span and/or restlessness\n- Evidence of age-inappropriate sexual knowledge\nMany of the above may also be signs of problematic mental health. Wath Academy is committed to being alert to signs of abuse and/or problematic mental health and intervening early to safeguard children’s safety, welfare and wellbeing.\nWath Academy has also signed up to Operation Encompass.\nThis is a Police and Education early information sharing partnership which enables schools to offer immediate support for children and young people witnessing domestic abuse. Information is shared by the police with the Academy’s safeguarding team prior to the start of the school day following an incident of domestic abuse in the previous 24 hours or over the weekend which has been attended by police officers. This information enables appropriate support to be given, dependent upon the needs and wishes of the child. Children experiencing domestic abuse are negatively impacted by this exposure; domestic abuse has been identified as an Adverse Childhood Experience and can lead to emotional, physical and psychological harm. Operation Encompass aims to mitigate this harm by enabling schools to maintain a watchful brief, intervene with support if needed, and help to make the day a better one for children. Right click on the logo above for more information.\nReport Abuse in Education Helpline: 0800 136 663"

"A group of year 11 citizenship students have been taking action for the good of their school and local community around the matters of healthy eating. Please see below for messages from the students.\nWe are a year 11 citizenship group that are doing a project on healthy eating. Healthy food is the guide to a perfect healthy lifestyle. Us students at Holy Trinity plan to change our menu to be more healthy but nice and enjoyable to eat. There are many benefits to eating healthy. For example, eating healthy can: keep skin, teeth and eyes healthy, supports muscles, strengthen bones, may help you live longer and many more benefits.\nA well-balanced diet provides all the energy you need to keep active throughout the day and the nutrients you need for growth and repair, helping you to stay strong and healthy and help to prevent diet-related illness, such as some cancers. It also helps students concentrate in class which therefore improves their grades. Keeping active and eating a healthy balanced diet can also help you maintain a healthy weight. Deficiencies in some key nutrients can also weaken parts of your immune system. Down below you will find a trusted website that will further inform you about the benefits of eating healthy. https://www.nhsinform.scot/healthy-living/food-and-nutrition/eating-well/health-benefits-of-eating-well\nAs you may know, we have aimed to change school meals for the better as it has come to our attention that they are not up to scratch. We have considered this and improved school meals in hopes of helping students focus more, more students using the canteen and its facilities and overall enjoying school meals as a whole. As a result this will improve the schools reputation for meals and make the canteen more attractable. We hope this improves the overall wellbeing of our students and if your child has any allergies, please let us know, as we may be able to adjust this to make things more enjoyable.\nStudents of Holy Trinity"

"Safeguarding and Wellbeing\nThe academy makes the safety, health and wellbeing of all students a priority.\nAs a young person it is important to start following a healthy lifestyle now in order to avoid any problems when you are older. Healthy habits are easier to get used to as a young person,\nand they can improve the rest of your life. You will also look and feel better, right now!\nWhat does Well-being mean?\nWell-being is another name used to describe how we’re feeling in different aspects of our lives.\nWell-being can be used to describe the different parts of you that make up the whole person and contribute to making you happy overall. These may include:\n- Your physical health\n- Your mental health\n- How you feel\n- How you think\nEach Year group has an Achievement Leader and a Head of Year and each student has a dedicated form tutor. We also have key designated Peer Mentors who students can go to.\nThere are lots of things you can do to stay healthy and safe in our academy.\n- Talk to people if you have a problem - Friends, teachers and tutors will always help.\n- Join in things! Try to make the most of Enrichment and after-school clubs and activities.\n- Always wear the correct uniform at all times and safety equipment when in practical lessons (this includes items of jewellery)\n- Does it annoy you when people drop litter? Why not be a good citizen and go and pick it up!\n- Take responsibility for your own behaviour - and also by speaking out when the rights or safety of others are threatened.\n- If you see anything dangerous please report it to someone.\nResources for Young People\nHealthy Living St Helens\nThe Healthy Living Team’s overall aim is to make significant, ongoing contribution to the improvement of the physical and mental health, well-being and quality of life of the people of St.Helens. Please click here for further details.\n'The behaviour of students is good. Students of all ages socialise and behave well outside the classroom. Students take pride in their uniform and in their academy environment.’\nOFSTED FEBRUARY 2017\nAt The Sutton Academy we recognise our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice.\nThe Sutton Academy also recognises its duty to prevent young people from being drawn into terrorism.\nView/download a useful guide on Health & Well Being for students provided by NHS and St Helens Council below."

"- Frequently Asked Questions\n- Guidelines & Publications\n- Online Reporting System\n- School Wellness Project\nHealthy Children are Better Learners\nMore than 800,000 children attend Missouri’s 522 public school districts. Each child has a right to a free and appropriate public education in the least restrictive environment. In every school there are children who are in the best of health and children who are challenged by various health conditions. Fortunately, medical and technological advances now make it possible for many children with chronic health conditions and physical challenges to learn in the same classrooms as other children.\nIn addition to providing a rigorous academic environment for all students, schools should promote healthy lifestyle choices, help identify and locate services for students with health conditions that may affect learning, and they should meet the health requirements of children with acute and chronic medical needs during the school day. School Nurses help make the provision of health services in a school setting easier and safer for both students and staff.\nSchool nursing is a specialized practice of professional nursing that advances the well-being, academic success and life-long achievement and health of students. To that end, school nurses facilitate positive student responses to normal development; promote health and safety including a healthy environment; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-management, self advocacy, and learning (NASN, 2010). The school nurse has a multi-faceted role within the school setting, one that supports the physical, mental, emotional, and social health of students and their success in the learning process. It is the breadth of nursing activities contained within the role of the school nurse and the unique non-medical setting that differentiates school nursing from other nursing specialties. (AAP, 2011)\nState School Nurse Consultant\nTo support school districts in their efforts to provide all students with a healthy and safe learning environment, the Missouri Department of Health and Senior Services supports a State School Nurse Consultant within the Division of Community and Public Health. The State School Nurse Consultant provides guidance regarding school health services to school districts upon their request.Additionally, the State School Nurse Consultant works with school nurses from across the state to:\n- Collect and disseminate data regarding school health services in MO;\n- Formulate school screening guidelines;\n- Develop and update guidelines for school health services;\n- Plan and offer educational opportunities for school nurses; and\n- Facilitate collaborations with agencies and organizations related to school health."

"DISCIPLINE AND SCHOOL RULES\nDiscipline is essential for the general well-being and tone of the school and for the protection of the individual. Each child is subject to; and must abide by the set of school rules. It is essential that, in this regard, we have whole hearted support and co-operation of parents. This is in the general interest of the school and particularly the child.\nCODE OF CONDUCT\nThe Gonubie Primary community commits itself to learning and responsible citizenship.\nThis commitment is characterized by:\n- Being Courteous and demonstrating mutual respect for the beliefs, customs, language, individuality and property of others.\n- Demonstrating social responsibility and compassion\n- Using resources carefully and wisely\n- Participating fully in a wide range of school activities (Commitment is expected)\n- Discovering and developing personal potential, supporting and encouraging others\n- Enriching a lifestyle which promotes good health and happiness\n- Adopting practices which will ensure a safe, healthy environment.\n- Being honest and having personal integrity\n- Conducting yourself with pride\n- Being punctual"

"The school believes students learn best when they feel safe, valued and happy. Our staff is committed to providing an environment that nurtures personal growth and self-esteem. All members of the school community have rights and responsibilities and these are best ensured when agreed procedures are accepted and followed. Primary school students are developing appropriate ways to interact with others. The school and its community share the responsibility to assist students in learning appropriate behaviours.\nEltham North Primary School has in place a set of core values that underpin the vision of the school. The values are unique to our school in that they have been developed by parents, staff and students, however, they are all linked through their direct relationship to the nine core values of Australian schools as outlined in the National Framework for Values Education.\nENPS is a caring school and we have defined four key values using the acronymn 'CARE'\nCOOPERATION: 'Sharing and learning together'. Cooperation is working together in a team, contributing and sharing in a helpful way.\nACHIEVEMENT: 'Persist and try your best'. Achievement is striving to attain your personal goals, persisting and giving your best effort.\nRESPECT: 'Respect each other and our environment'. Respect involves taking responsibility for each other. Respect is speaking to and interacting with others in a courteous manner. It is about being honest, reliable and trustworthy.\nEMPATHY: 'Treat others with care and compassion'. Empathy means trying to understand other people's views or feelings and being supportive and caring towards them.\nWe believe that values education is an integral part of our school and as such needs to be clearly reflected in school policies, codes of conduct and school documentation. These core values are the cornerstone on which we build our vision and underpin all that we do.\nAt Eltham North Primary School we have a commitment to provide a safe, caring and supportive environment that focuses on the needs and emotional well being of all students. Our Student Code of Conduct and welfare management practices, based on DET guidelines, aims to foster a whole school climate where personal responsibility and self-discipline are developed. This code acknowledges the Racial and Religious Tolerance Act 2001, which supports racial and religious tolerance and prohibits vilification on the ground of race or religion.\nParents have an obligation to support the school in its efforts to implement the Student Code of Conduct. The Principal and staff have an obligation to implement the Student Code of Conduct in a fair and consistent manner.\nStudents, staff and parents develop a clear understanding of the school’s policies, expectations, rights and responsibilities and rules, all of which reflect the School Values. Students are empowered to assess their own behaviour and develop strategies to act in a responsible manner. They look at how their learning is going to make a difference and how it will affect other people.\nWe believe that norms and expectations rather than rules will frame student behaviour. The notion of resiliency is embodied in our school values:\nThe foundation of resiliency is focused on how the child adapts and builds healthy relationships. A profile of resiliency includes social competence, problem solving skills, autonomy and a sense of purpose and future. Each of the school values is supported by the notion of protective factors, These include: care and support, positive expectations, participation and involvement\nEltham North PS has developed shared expectations to ensure that the learning, safety and rights of all are respected.\nThe expectations are intended to be positive in that they set out what is accepted and appropriate behaviours for our school community.\nOur shared expectations are intended to support individual students and families that come to our community from a diversity of backgrounds and experiences.\nOur STUDENT CODE OF CONDUCT\nDownload a copy of our Student Code of Conduct\nOur STATEMENT OF VALUES: Promoting a healthy, safe and respectful school community\nDownload a copy of our Statement of Values\nThere is an obligation for the Principal and staff to implement the Student Code of Conduct policy fairly and consistently with support from parents and students. Strategies for dealing with student behaviour that is not consistent with classroom or playground norms will include:\n- Teachers to make initial judgments about the time and manner of intervention when student behaviour is inappropriate\n- Students are encouraged to solve problems themselves and if appropriate be directed to other students to assist in strategies to resolve the problems\n- Discussion and / or negotiation of logical consequences with the students\n- Thinking time to reflect on their behaviour in their own classroom or another agreed setting\nSerious misconduct will be directed to the area coordinators. Serious misconduct, especially where such actions are dangerous, repeated or prevent others from learning, may lead to suspension/expulsion in line with Department of Education guidelines.\nTo promote cooperation students will:\nCooperation is difficult when a student:\n- Appropriate responses to minor/initial incidents\n- Major or Repeated Incidents\n- Consider other classmates needs\n- Think of ways for everyone to have a turn\n- Encourage everyone to have a say\n- Always has to be first\n- Refuses to take turns\n- Ignores the ideas of others\n- Speak to child\n- Student to reflect on the incident (student incident report may be completed)\n- Reflection Sheet may allow opportunity for student to take responsibility for actions and repair damage done to people or property.\n- Parents contacted\n- Withdrawal of privileges, with explanation of how behavior impacts on others\n- Behavior Management Plan\n- Student Support Group\n- In-school suspension\nStudents at Eltham North PS are expected to play safely, show respect, learn, be honest, care for others and be responsible members of the school community.\nTeachers may require a student to finish school work which has not been completed in the regular classroom, or to undertake additional or new work or duties at a reasonable time and place. No more than half the time allocated for any recess or lunch break will be used for this work.\nWhere students are required to undertake school work out of school hours, the time will not exceed forty-five minutes. The principal will ensure that parents are informed at least 24 hours prior to the out of school hours detention.\nEltham North Primary is permitted by DET regulations to detain students but will take into account family circumstances and negotiate with parents where appropriate. Where family circumstances are such that the completion of work would create undue hardship, the principal may choose to negotiate alternative disciplinary measures with parents.\nA Program Support Group may be convened by the school to exchange information and facilitate solutions to the behavioral problems or difficulties of students. In general, PSGs will be convened at the school, although they could occur at an alternative location agreed to by the school and parents.\nStudent learning is fostered in an environment that promotes success and is concerned with the welfare of every student. Students develop a positive attitude towards learning and a feeling of self-worth as they are encouraged to view themselves as being competent and responsible. It is their happiness, development and acceptance of themselves as people of worth, together with the acquisition of understandings and skills that will assist them to take part in their wider community."