DOCUMENT RESUME EA 030 274 ED 439 478 Safe and Orderly Schools. TITLE North Carolina State Dept. of Public Instruction, Raleigh. INSTITUTION 1999-00-00 PUB DATE NOTE 82p. North Carolina Department of Public Instruction, 301 North AVAILABLE FROM Wilmington Street, Raleigh, NC 27601-2825. Tel: 919-715-1639; Web site: http://www.dpi.state.nc.us. Tests/Questionnaires Classroom PUB TYPE Teacher Guides ( -052) (160) EDRS PRICE MF01/PC04 Plus Postage. Cooperative Programs; Educational Administration; Elementary DESCRIPTORS Secondary Education; Partnerships in Education; Program Development; Safety Education; *School Safety; *School Security; Training North Carolina IDENTIFIERS ABSTRACT This skills packet is part of the North Carolina Helping Education in Low-Performing Schools effort. This initiative helps educators establish ties with technical-assistance partners who can facilitate school-improvement efforts. The skills packet, which was designed to be delivered by a skilled trainer, focuses on school safety. The 11 activities are divided into 4 sections: (1) defining a safe school and the standards (2) conducting an assessment of school climate; needed to make a school safe; (3) crisis-intervention planning; and (4) the impact of laws, rules, and policies on school safety. Each activity is formatted the same way. Following the activity number and name, a chart details the time needed to carry out the activity, its purpose, its setting, and the materials and equipment needed for the activity. The activities are geared primarily for small groups and require a high degree of participation. After the training, participants should be able to define a safe school; understand the standards for a safe school, including physical, social/cultural, academic/special programs, and parent/community involvement; conduct a school-level assessment of the climate of the school; write a crisis-intervention plan for their school; and understand how laws, rules, and policies affect school safety. (RJM) Reproductions supplied by EDRS are the best that can be made from the original document. Safe and Orderly Schools U.S DEPARTMENT OP EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) cfThis document has been reproduced as received limn the person or organization originating it 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- ment do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 8rtnvnbeck E. RS TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) W BEST COPYAVAILABLE North Carolina Helping Public Schools of North Carolina Mutation in Law-Performing Sthrtals e Board of Education 7Stat= 1 Department of Public Instruction 2 State Board of Education Phillip J. Kirk, Jr. Chairman Raleigh Jane P. Norwood Vice Chair Charlotte Kathy A. Taft Greenville Margaret B. Harvey Kinston Edgar D. Murphy Durham Evelyn B. Monroe Pinehurst Ronald E. Deal Hickory Robert R. Douglas Asheville Zoe W. Locklear Pembroke Eddie Davis Ill Durham Dennis A. Wicker Lieutenant Governor Raleigh Harlan E. Boyles State Treasurer Raleigh NC Department of Public Instruction Michael E. Ward, State Superintendent 301 North Wilmington Street Raleigh, North Carolina 27601-2825 Website: www.dpi.state.nc.us CONTENTS Page Implementation Suggestions 1 Organization of Materials 5 Packet Overview 7 Outcomes 8 Defining a Safe School and the Standards Needed to Make a School 9 Section I: Safe Activity 1 10 Activity 2 12 20 Activity 3 22 Conducting an Assessment of School Climate Section II: 23 Activity 4 25 Activity 5 26 Activity 6 33 Crisis Intervention Planning Section III: 34 Activity 7 . 36 Activity 8 44 The Impact of Laws, Rules and Policies on School Safety Section IV: 45 Activity 9 59 Activity 10 68 Activity 11 70 Professional Evaluation Bibliography 71 72 Questions? 4 Implementation Suggestions 6 Safe and Orderly Schools NCDPI/SI Implementation Suggestions What skill level does a Trainers delivering this skill packet, Professional Development for trainer need to deliver School Improvement, need moderate to high trainer skills. Some of this skill packet? the activities require the ability to read a group and adapt activities based on the group's reactions to an activity. Other activities require trainers to be comfortable with processing (i.e., synthesizing, analyzing) the outcomes with participants. How can a trainer To prepare to deliver this skill packet, a trainer should read and prepare to deliver this become thoroughly familiar with any materials participants are skill packet? expected to read as part of activities and the documents listed in the bibliography at the end of the skill packet. Additionally, the trainer should review any activities being used in the skill packet to make sure that s/he is thoroughly familiar with the "flow" of the parts of the activity and comfortable with leading participants through the activity. Next, a trainer should prepare handouts and transparencies to be used in the skill packet. Finally, a trainer should prepare the training room, taking care to provide participailts with as many creature comforts as possible. What tips are there for The following statements about adults as learners are taken from the working with adults? article by Fred H. Wood and Steven R. Thompson, "Assumptions about Staff Development Based on Research and Best Practice." Staff Development Implications Adult Learner Characteristics Staff Development should address areas that Adults will commit to learning when the goals educators believe are important and have and objectives are considered realistic and immediate application in the "real world." important to them. Staff development must enable teachers and Adults will learn, retain, and use what they administrators to see the relationship between perceive is relevant to theif personal and what they are learning and their day-to-day professional needs. activities and problems. Staff development should be structured to Adult learning is ego involved; asking an provide support from peers and reduce the fear educator to learn and implement new professional behaviors may promote a more or of judgment during learning. less positive view of self. Adults need to see the results of their efforts Staff development should provide opportunities for educators to try out what they and have feedback on how well they are doing. are learning and receive structured, helpful feedback. Safe and Orderly Schools NCDPI/SI 2 6 Adult Learner Characteristics Staff Development Implications Adults are much more concrete in the way they Educators should have an opportunity for operate than formerly thought. directed, concrete experiences in which they apply what they are learning in a real or simulated work setting. Adults who participate in small groups are Staff development ought to include learning in more likely to move their learning beyond small groups in which teachers and understanding to application, analysis, administrators have an opportunity to share, synthesis, and evaluation. reflect, and generalize from their learning and experiences. Adults come to learning with a wide range of Staff development must accommodate this previous experiences, knowledge, self- diversity in terms of needs, knowledge, direction, interests, and competencies. readiness to learn, etc. Adults want to be the origin of their own Staff development needs to give educators learning and will resist learning situations that some control over the what, who, how, why, they believe are an attack on their competence. when, and where of their learning. Because the transfer of learning is not Coaching and other kinds of follow-up support automatic for adults, it must be planned for and are needed to help educators transfer learning facilitated. into daily practice. What are some Select the most comfortable site for training with comfortable training tips? chairs, tables, good lighting, adjustable heat or air conditioning, adjacent rest rooms, etc. Use the best audio-visual equipment that is available. Have music available to use before the session, during breaks, at lunch, etc. Have a roll sheet for participants to sign in each day. Have participants make name tags. Have individually wrapped pieces of candy on each table for snacking. Place materials in folders. Have as many activities as possible posted on walls prior to the start of the session in which they will be used. Have a bell or "popper" to use as a signal during activities. Have supplementary materials on display for review by participants. Have extra materials and business cards available for participants to take as they wish. Start each new session with a warm up activity. Start on time; finish on time; take breaks as indicated. Keep pace appropriate to activities. Do not pressure, but do not lag. 7 NCDPI/SI Safe and Orderly Schools 3 Keep atmosphere friendly, helpful, open, and humorous.. Re-group table groups occasionally so that participants meet new people. Do energizers from time to time as energy lagsjust before lunch, after lunch, in the afternoon after a day-long session. For example, dance the "hokey-pokey"; do sit-down exercises; do deep breathing exercises. Observe constantly to gauge the level of participants' involvement. Try to involve everyone in discussion by having various tasks for table group participants to perform (e.g., reporter, recorder, time keeper facilitator). How should this skill For an in-depth coverage of the information in this skill packet, packet be delivered? trainers should deliver the activities in brief sessions spread out over a span of time (e.g., several weeks or months). Also, warm-up activities, supplemental activities, and homework assignments can be added to enrich the basic content of the packet. Participants may determine that some of the topics covered in the skill packet deserve further study. In their study, they may want to use some of the following types of activities: journal clubs, study groups, structured classroom observations with debriefing sessions, structured visitations with debriefing sessions, workshops with application in the classroom, and development of pacing guides, instructional materials, or curriculum guides. In summary, for the best effect, the activities in this skill packet should be spread over time with provision for reflection, application, and synthesis built into the delivery schedule. How should the The training room should be set up so that all participants are as training room be set comfortable as possible and can see and hear everything that they up? need to participate in the activities. The trainer needs a table for activity sheets, transparencies, materials, and equipment; a refreshment table; a materials display table; and a small table set up near the entrance for agendas, name tags, and roll sheets. 48 Safe and Orderly Schools NCDPI/SI Organization of Materials 9 Safe and Orderly Schools NCDPI/SI 5 Organization of Materials How are the materials The activities in the entire skill packet are described in a Packet Overview. Then the activities in this skill packet are arranged in the skill packet organized? sequentially and described on individual activity direction sheets. The Packet Overview gives a trainer a quick overview of the entire How is the Packet Overview to be used? skill packet. The Packet Overview is laid out in a matrix similar to the one at the top of each activity direction sheet. In this way, a trainer has a ready-reference to the entire skill packet: the number of each activity, the time needed to carry out all of the activities in each section, the purposes of each section, and the content of each section. How are the activity Each activity direction sheet is formatted the same way. Centered at direction sheets the top of the page, the activity number and name are listed. formatted? Following the activity number and name is a matrix giving the time necessary to carry out the activity, the purpose(s) of the activity, the setting for the activity (e.g., individual, small group, triads), and the materials and equipment needed for the activity. The remainder of each activity direction sheet is divided into two columns. On the left side of the page in bold letters are listed the actions which the trainer should do to carry out the activity. Also listed on the left side are the equipment and materials as they are needed sequentially in the activity. On the right side of the page, the trainer is given a more complete explanation as to how the activity is to be carried out. BEST COPY AVAILABLE 61 0 Safe and Orderly Schools NCDPI/SI