Professional Documents
Culture Documents
Celeste D. Long
A safe school climate is crucial for positive student learning experiences. One of the
Anchorage School District’s goals is for 100% of students to feel safe at school. This goal is
explicitly stated in Destination 2020, an Anchorage School District initiative. At Eagle River
Elementary School (ERE), an elementary school in the Anchorage School District, the learning
community works towards school safety as part of its school mission and this goal is explicitly
stated on the Eagle River Elementary homepage, “Collectively, we make an academic, social,
and emotional difference in one another's lives in order to promote and maintain a positive and
One aspect of the ERE school vision that has remained consistent, is the desire to have a
safe learning environment. Each year when the vision and mission are reviewed, safety is
brought to the forefront of discussions (ELCC 1.1). The most recent vision created at ERE states,
“Eagle River Elementary School is a community of learners, with students and staff taking an
active role in creating a safe and positive learning environment. Teachers set high academic
standards for all of our students while still recognizing and honoring the strengths and challenges
of each child. Our neighborhood and open-optional programs provide students with opportunities
Statement of Problem
Over the past two years at Eagle River Elementary (ERE) there was an increase in office
referrals related to aggressive behavior. Goal 5 of destination 2020 states that 100% of students
will feel safe at school, however based on the 2017 Climate and Connectedness Survey for ERE,
only 73% of students in Grades 3-5 stated that they feel safe at school. The problem is that not all
Data Analysis
The Anchorage School District’s 2017 Climate and Connectedness Survey contained
several areas related to feeling safe at school. Climate and Connectedness data for third through
fifth grade related to feeling safe at school indicated that not all students feel safe at school and
“I can control myself when I am frustrated or disappointed.” yes 49%, sometimes 47%,
no 3%
“I know how to disagree without starting a fight or an argument.” yes 60%, sometimes
31%, no 4%
“I get along well with other students.” yes 53%, sometime 44%, no 2%
“Students in this school help each other, even when they are not friends.” yes 38%,
sometimes 58%, no 1%
Only 49% of the students in third through fifth grade feel like they can control
themselves when they are frustrated or disappointed, and this indicates that there is a need for
instruction in managing emotions. Only 41% of students feel like other students treat them with
respect and only 60% of students claim they know how to disagree without getting in a fight. All
of these data points are indicators that there is a need for instruction in social skills at ERE.
In the fall of 2017, student discipline referrals from the 2017-2018 school year were
compiled, coded and analyzed to find patterns in student behavior. Unsafe behavior was the most
frequent reason for discipline referrals. With students behaving in an unsafe manner, it follows
CREATING A CULTURE OF SAFETY 4
that not all students feel safe at school. Knowing the unsafe behaviors that students exhibit gives
staff direction for the social and emotional skills that may need targeted instruction.
Table 1
Eagle River Elementary Office Referrals by Locations 2016-2017
Incidents by Location Grade Level Totals
Bus P4 K 1 2 3 4 5 6
Hitting/Shoving 3 2 1 2 8
Refusal to follow directions 1 1
Foul language/gestures 1 2 3
Spitting 1 1
Playground
Throwing sand/rocks/snow 9 4 1 14
Unsafe hands or feet 9 15 2 6 2 1 35
Refusal to follow directions 15 2 17
Foul language/gestures 3 3 6
Spitting 1 1
Lunchroom/MPR
Refusal to follow directions 2 2
Taking food/throwing food 2 2
Foul language/gestures 1 1 2
Fighting 1 1
Classroom/Special Area
Disturbing class 5 5 5 2 5 2 1 25
Hitting/kicking 4 10 24 6 4 5 53
Unsafe hands/feet 18 18 8 4 3 9 60
Refusal to follow directions 10 6 4 4 1 25
Foul language/gestures 2 5 3 1 5 4 3 23
Inappropriate sexual behavior 1 1 2
Threats 1 1 1 3
Disrespectful/yelling 5 2 1 2 4 14
Throwing items 1 1 2 3 7
Restroom unsafe behavior 1 1 1 3
Leaving without permission 1 2 1 4
Destroying property 1 2 2 5
Weapon drawing or gesture 1 2 3
Spitting 1 2 1 4
Theft 2 1 3
Bullying Behavior 1 1 1 3
Biting 2 2
CREATING A CULTURE OF SAFETY 5
Parent Pickup
Hitting 1 1
Total Incidents 4 94 100 39 16 34 34 12 333
Literature Review
Search Premier and the Google search engine, literature related to this study was gathered for
review. Search terms included school safety, social emotional learning, social emotional skills,
culture of safety, safe school environment and experience. Choices in databases selected and
Systems thinking is a mental model for viewing the dynamic relationships and
discipline for seeing wholes. It is a framework for seeing interrelationships rather than things, for
seeing patterns of change rather than static snapshots” (p. 68). The lens of systems was employed
Bruner’s (1996) psychocultural theory of education reflects the belief that education
involves more than the subjects taught. Bruner asserted that culturally, school is really about the
experience of school and the meaning that children make of their experiences at school (p.28).
Children should have the experience of feeling safe at school even if other parts of their lives are
not safe.
Experiences in school impact an individual’s life and emotions and feelings are always
present in the educational process. Educational leaders who desire positive change should
CREATING A CULTURE OF SAFETY 6
consider all aspects of a child’s educational needs and this includes the need to feel safe.
Education always has consequences is the lives of those who undergo it (Bruner, 1996).
Social-emotional skills are paramount for positive functioning in society and teaching
social-emotional skills should begin at a young age. Jones, Greenberg and Crowley (2015) found
and young adult outcomes across multiple domains of education, employment, criminal activity,
Teaching social-emotional skills helps children function in a more positive manner. Frey,
Nolen, Edstrom, and Hirschstein (2005) found that students who participated in school-based
social emotional programs were less aggressive and required less adult intervention in
management programs and classroom management strategies indicated strongest effects were
Sklad, Diekstra, Ritter, Ben and Gravestijn (2012) conducted s meta-analysis of school-
based social, emotional and behavioral programs and interventions and found that when
evaluated the programs generally have positive effects on a number of desirable outcomes.
“These outcomes include enhancement of social and emotional skills; positive self-image;
According to Durlak (2016) there are ten important points of social emotional program
implementation.
participants
6. Adaptations are common and may or may not improve programme outcomes
9. There are multiple steps and activities involved in achieving quality implementation
10. Quality implementation requires collaboration among multiple stakeholders (p. 334)
Mindful implementation of SEL programs may be more beneficial than purchasing materials and
Adopting and implementing a social emotional program does not guarantee that student
behavior will change. Expressing this sentiment, Larsen and Samdal (2008) claimed,
“Implementing a best practice programme in schools does not guarantee successful outcomes,”
(p.187).
Relying on social emotional programs that are classroom based is not enough to change
student behaviors. Oberle (2016) suggested recent discussions among scholars in the field of
school-wide SEL strategies are also needed. In a similar vein, Chunyan, Bear and May (2018)
emotional approach to student engagement. “These two strategies are the systematic and quality
instruction of SEL skills and the establishment of a caring, safe, and cooperative school-wide
environment,” (p. 46). Both of these strategies were considered in the development of this action
research.
Action Plan
The purpose of this action research is to increase the number of students who feel safe at
school. In order to work towards this complex goal, a multifaceted approach was taken and the
Students in third through sixth grade participated in the Climate and Connectedness
Survey and the data for ERE showed that students in these grades do not feel like they have the
social skills needed to be successful at school. In the primary grades, office referrals were high
Prior to the Spring of 2017, at Eagle River Elementary, there was not a social skills
curriculum in use. The school district administration directed the Eagle River Elementary
principal to select and implement either Connected and Respected or Second Step. Each of these
programs is designed for teaching social skills to elementary school students. Through an email
from the principal, staff members were given the opportunity to vote for either Connected and
Respected or Second Step ( ELCC 2.1). In May of 2017, the principal reported that Second Step
had the most votes and that implementation of the program would begin in the Fall of 2017.
In August of 2017 school discipline data was analyzed. The paper copies of office
discipline referrals from the 2016-2017 school year were compiled, coded and analyzed to find
CREATING A CULTURE OF SAFETY 9
patterns in student behavior. During the 2017-2018 school year, student office discipline referral
data was entered in a district student information database on a weekly basis in order to allow for
continuous comparison and review of student office discipline referrals (ELCC 2.4, 3.2). This
data was used to assess whether the school and district goals of maintaining a safe learning
environment were being met (ELCC 1.2). Each month, discipline data was shared at school
safety committee meetings and ways to change student behavior were discussed (ELCC 1.3).
Based on the data, the school discipline plan was revised (ELCC 1.4).
In the Fall of 2017, student statement forms were created (Figure 1) to be used by
victims, witnesses and aggressors after an incident occurs. Creating and then consistently using a
student statement form helped to ensure integrity, fairness and accountability in the student
discipline process (ELCC 5.1). When staff members realized that there was not a consistent
method of documenting student statements after discipline infractions, the situation was rectified
and practices were changed (ELCC 5.2). Consistently using the statement form ensured all of the
students involved in incidents had an opportunity to tell their side of the story which is an
important component of due process (ELCC 5.3, 5.4). The student statement form has a place for
students to tell how they felt about the incident and why they think the incident occurred. This
information allowed staff members to know how students felt about a specific incident and this
allowed the staff to have a better understanding of the incident. Staff members were able to
respond, take action, provide instruction and assign consequences accordingly (ELCC 5.5).
On September 27, 2017 staff professional development for Second Step was offered at a
staff meeting (Figure 2). Before teachers were asked to implement the new Second Step program,
they were offered an opportunity for professional development (ELCC 2.2). During the
professional development, teachers were provided the opportunity to collaborate with their grade
CREATING A CULTURE OF SAFETY 10
level team (ELCC 2.1). Staff members were introduced to the Second Step website, and given
time to explore the online tools (ELCC 2.4). Through providing the professional development
opportunity, staff members were given valuable tools to help them improve their ability to
provide quality social emotional learning instruction (ELCC 2.3). Starting in September of 2017,
all students in kindergarten through sixth grade received instruction in the social skills program
Second Step (ELCC 3.3). This instruction continued throughout the school year.
In October of 2017, discipline procedures were restructured. At the start of the 2017-2018
school year, there was not a clear set of procedures in place for addressing student behavior
concerns and infractions. Therefore, the Foundations Team and administrators outlined discipline
procedures to be followed (ELCC 3.1, 3.3). A flow chart was developed (Figure 3) to provide a
visual guide for the procedures and actions taken by key stakeholders in the school (ELCC 3.2,
3.3, 3.4). Following the procedures should help keep all students and staff members safe (ELCC
3.3). The new discipline procedures focus on changing student behaviors which, over time,
allows teachers to focus on high-quality instruction (ELCC 3.5). Behavior interventions and time
with the counselor and are two new elements of the discipline referral process (3.2, 3.3, 5.1-5.5,
6.3). In November of 2017, the discipline flow chart was shared with the community at PTA
On November 15, 2017 a staff meeting was held focusing on school safety. During the
staff meeting, a round robin activity was held where teachers could discuss their thoughts and
feelings about the ERE Discipline Flow Chart, the 2017 ERE Student Climate and
Connectedness data, and the Second Step program implementation (ELCC 1.1-1.4, 2.2, 2.3, 3.1-
3.5).
CREATING A CULTURE OF SAFETY 11
On November 20, 2017, a Second Step implementation survey (Figure 4) was emailed to
the staff. Staff members gave feedback on the lesson they were on, their thoughts on the Second
Step program, students reactions to the Second Step lessons and activities, and problems they
encountered with implementing the program. Staff members were also given the opportunity to
ask for assistance with Second Step program implementation (ELCC 1.1-1.4, 2.1, 2.3, 3.5).
order to meet the needs of students who were frequently receiving office referrals, social skills
intervention groups were formed based on the specific skills needed by groups of students
(ELCC 1.2-1.4, 5.1, 5.5). Skillstreaming was chosen as one of the social skills intervention
programs to be used at ERE. School administrators advocated for extra noon attendant funding
(ELCC 6.1, 6.2). The funding allowed noon attendants to work more hours each day, and this
gave them time to receive training in the Skillstreaming program. They then used the extra time
to help with the implementation and teaching of Skillstreaming lessons (ELCC 3.2, 6.2). The
district has a goal of 100% of students feeling safe at school, and one way to help reach this goal
is to provide students with the social skills needed to behave in a safe manner (ELCC 6.3).
On January 24, 2018 a staff meeting was held to check in on Second Step
implementation. Staff members had the opportunity to discuss the Second Step program. Paper
copies of an implementation survey were given to staff members and the survey was emailed to
the staff (Figure 6). Once again, as they did in November, staff members gave feedback on the
lesson they were on, their thoughts on the Second Step program, students reactions to the Second
Step lessons and activities, and problems they encountered with implementing the program. Staff
members were also given the opportunity to ask for assistance with Second Step program
In February of 2018, students in third through sixth grade were invited to attend sessions
to review the data from the 2017 Climate and Connectedness Survey. Students filled out the 2018
In February of 2018, in order to increase the number of families participating in the ASD
Family Engagement Survey, paper fliers were sent to families encouraging them to participate in
the survey (Figure 7). Messages were posted on social media and reminders were sent out
through school messenger which reaches people through texts, emails and robocalls. According
to the 2017 Family Engagement Survey data, which focuses on how people feel about the school
and if they think the school is safe, only 35 individuals completed the survey in 2017 (ELCC 1.2,
4.1). The goal is to know what families think of the school and if they feel the school is safe.
Awareness of the survey was increased by sending out information in multiple formats (ELCC
4.1). During student, parent, teacher conferences, the computer lab was open and parents and
community members were invited to fill out the survey if they had not yet done so (ELCC4.2).
Information about the survey was shared at PTA meetings and at Optional Program Steering
Throughout the school year, office referrals were reviewed in order to identify the social
skills that needed teaching and re-teaching. The number of office referrals related to safety and
social skills were tracked to determine if there was a decline in referrals. In order to assure
student success and to promote a safe environment, based on office referrals and teacher
reporting, student supports and programs were adjusted throughout the year.
The purpose of this action research was to increase the number of students who feel safe
at school. To promote safety and provide students with the skills needed to behave in a safe
CREATING A CULTURE OF SAFETY 13
manner Second Step was implemented schoolwide and Skillstreaming was implemented as a
behavior intervention. A schoolwide discipline referral process was developed and implemented.
Both the 2017 Climate and Connectedness Survey and 2016-2017 office referral data
were used as indicators of students’ perceived feelings of safety. At this time, the 2018 Climate
and Connectedness Survey data has not been released. The office referral data, as seen in Table 2
and Table 3, reflect that office referrals for the 2017-2018 have increased.
Table 2
ERE Office Referrals by Grade Level and Incident Type 2016-2017 School Year
Incident Type Grade Level Totals
P4 K 1 2 3 4 5 6
Assault
Attendance-Truancy 1 2 1 4
Cell Phone/ E.C.D. Misuse
Cooperate with School Personnel 27 8 4 5 1 45
Cyberbullying
Dangerous Actions 20 18 8 4 3 9 62
Dangerous Materials/Objects
Destruction of Property
Discrimination/Harassment/Bullying 3 2 1 1 1 1 9
Disruptive Behavior 5 10 7 3 7 6 1 39
Disruptive Items
Fighting/Physical Violence 4 13 27 7 5 5 2 63
Forgery
Inappropriate Sexual Behavior 1 1 2
Obscenity/Profanity 4 9 3 1 7 4 6 34
Reckless and Unsafe Behavior 21 21 7 6 4 4 1 64
Sexual Harassment
Smoking/Tobacco
Theft 2 1 3
Threats 1 1 1 3
Vandalism 1 2 2 5
Weapons-Other than Firearms
Totals 4 94 100 39 16 34 34 12 333
CREATING A CULTURE OF SAFETY 14
Table 3
ERE Office Referrals by Grade Level and Incident Type 2017-2018 School Year
There may be multiple reasons that referrals increased. The focus on safety may have
prompted staff members and students to report what was actually happening. There were new
administrative staff members and there were new discipline referral procedures. Seeing the
deeper patterns is not always easy. For Senge (1990) the key to systems thinking and finding
patterns is to understand feedback, “In systems thinking it is an axiom that every influence is
both cause and effect. Nothing is ever influenced in just one direction” (p. 75). Everything is
CREATING A CULTURE OF SAFETY 15
interconnected, however cause and effect may not always be seen in close time and space
In our day-to-day search for order and prediction, we are driven crazy by non-local
causality. In spite of the best plans, we experience influences that we can’t see or test,
and strange occurrences that pop up everywhere. We all have been forced to deal with
There are hidden connections in all systems. Because of this, the network, system or web being
considered is always more complex than can be accounted for. It may take time for school safety
School safety is crucial in a productive and healthy school environment. Student social
emotional and discipline structures and plans are paramount in a positively functioning school. In
order to be effective, plans should evolve to meet the needs of the students (ELCC 5.1).
Recommendations
School safety should remain a top priority at ERE. Second Step instruction should
continue and time for SEL instruction should be included in the master schedule. Interventions,
It may be beneficial to explore why students do not feel safe at school. The feeling of
safety has many components and it is a personal perception. “Although shared individual
perceptions can be aggregated to characterise the organisation, the perceptions remain a property
of the individuals in the group (that is, in essence subjective), implying that climate cannot be
seen as an (objective) organisational attribute,” (Van Houtte & Van Maele, 2011, p. 509). The
school environment may have become more safe even if more students are not reporting a
CREATING A CULTURE OF SAFETY 16
feeling of safety. It is important to address both the actual environment, making sure it is
When the results of the 2018 Climate and Connectedness Survey and the 2018 Family
Connectedness Survey are available, the data should be analyzed to inform the next steps for
ERE. The community should be invited to share ideas to create a culture of safety at ERE.
CREATING A CULTURE OF SAFETY 17
References
Anchorage School District. (2017). 2017 School climate & connectedness survey student.
Retrieved from
https://public.tableau.com/profile/asdk12#!/vizhome/SchoolClimateandConnectednessSu
rvey/SchoolClimateSurvey
Anchorage School District. (2018). Eagle river elementary about webpage. Retrieved from
https://www.asdk12.org/domain/3406
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Chunyan, Y., Bear, G. G., & May, H. (2018). Multilevel Associations Between School-Wide
Middle, and High Schools. School Psychology Review, 47(1), 45-61. doi:10.17105/SPR-
2017-0003.V47-1
Durlak, J. A. (2016). Programme implementation in social and emotional learning: basic issues
doi:10.1080/0305764X.2016.1142504
Frey, K. S., Nolen, S. B., Edstrom, L. V., & Hirschstein, M. K. (2005). Effects of a school-based
doi:10.1016/j.appdev.2004.12.002
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-Emotional Functioning and
Public Health: The Relationship Between Kindergarten Social Competence and Future
doi:10.2105/ajph.2015.302630
CREATING A CULTURE OF SAFETY 18
Korpershoek, H., Harms, T., Boer, H. D., Kuijk, M. V., & Doolaard, S. (2016). A Meta-Analysis
doi:10.3102/0034654315626799
Larsen, T., & Samdal, O. (2008). Facilitating the Implementation and Sustainability of Second
doi:10.1080/00313830801915820
Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic
doi:10.1080/0305764X.2015.1125450
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-
based universal social, emotional, and behavioral programs: Do they enhance students'
Van Houtte, M., & Van Maele, D. (2011). The black box revelation: in search of conceptual
clarity regarding climate and culture in school effectiveness research. Oxford Review Of
Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world.
Tables
Table I
Eagle River Elementary Office Referrals by Locations 2016-2017
Incidents by Location Grade Level Totals
Bus P4 K 1 2 3 4 5 6
Hitting/Shoving 3 2 1 2 8
Refusal to follow directions 1 1
Foul language/gestures 1 2 3
Spitting 1 1
Playground
Throwing sand/rocks/snow 9 4 1 14
Unsafe hands or feet 9 15 2 6 2 1 35
Refusal to follow directions 15 2 17
Foul language/gestures 3 3 6
Spitting 1 1
Lunchroom/MPR
Refusal to follow directions 2 2
Taking food/throwing food 2 2
Foul language/gestures 1 1 2
Fighting 1 1
Classroom/Special Area
Disturbing class 5 5 5 2 5 2 1 25
Hitting/kicking 4 10 24 6 4 5 53
Unsafe hands/feet 18 18 8 4 3 9 60
Refusal to follow directions 10 6 4 4 1 25
Foul language/gestures 2 5 3 1 5 4 3 23
Inappropriate sexual behavior 1 1 2
Threats 1 1 1 3
Disrespectful/yelling 5 2 1 2 4 14
Throwing items 1 1 2 3 7
Restroom unsafe behavior 1 1 1 3
Leaving without permission 1 2 1 4
Destroying property 1 2 2 5
Weapon drawing or gesture 1 2 3
Spitting 1 2 1 4
Theft 2 1 3
Bullying Behavior 1 1 1 3
Biting 2 2
Parent Pickup
Hitting 1 1
Total Incidents 4 94 100 39 16 34 34 12 333
CREATING A CULTURE OF SAFETY 21
Table 2
ERE Office Referrals by Grade Level and Incident Type 2016-2017 School Year
Incident Type Grade Level Totals
P4 K 1 2 3 4 5 6
Assault
Attendance-Truancy 1 2 1 4
Cell Phone/ E.C.D. Misuse
Cooperate with School Personnel 27 8 4 5 1 45
Cyberbullying
Dangerous Actions 20 18 8 4 3 9 62
Dangerous Materials/Objects
Destruction of Property
Discrimination/Harassment/Bullying 3 2 1 1 1 1 9
Disruptive Behavior 5 10 7 3 7 6 1 39
Disruptive Items
Fighting/Physical Violence 4 13 27 7 5 5 2 63
Forgery
Inappropriate Sexual Behavior 1 1 2
Obscenity/Profanity 4 9 3 1 7 4 6 34
Reckless and Unsafe Behavior 21 21 7 6 4 4 1 64
Sexual Harassment
Smoking/Tobacco
Theft 2 1 3
Threats 1 1 1 3
Vandalism 1 2 2 5
Weapons-Other than Firearms
Totals 4 94 100 39 16 34 34 12 333
Table 3
ERE Office Referrals by Grade Level and Incident Type 2017-2018 School Year
Dangerous Actions 2 9 13 2 1 9 36
Dangerous Materials/Objects 2 1 2 5
Destruction of Property 1 1 2 4
Discrimination/Harassment/Bullying 3 5 5 12 2 27
Disruptive Behavior 9 10 19 5 11 9 63
Disruptive Items 2 1 3
Fighting/Physical Violence 1 7 20 32 16 15 17 108
Forgery 1 1
Inappropriate Sexual Behavior 1 3 9 1 2 2 18
Obscenity/Profanity 2 1 13 3 12 2 33
Reckless and Unsafe Behavior 10 17 30 7 7 10 3 84
Sexual Harassment 1 1
Smoking/Tobacco 1 1
Theft 1 4 5 2 12
Threats 4 2 3 5 14
Vandalism 1 1 2
Weapons-Other than Firearms 1 1
Totals 1 37 68 142 40 55 101 8 452
CREATING A CULTURE OF SAFETY 23
Figures
Figure 1
________________________________________ ________________________________
Name ____________________________________ Grade________ Date_____________
________________________________________________________________________
WHO was involved? List any witnesses. ________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________ __________________________
WHEN did the incident take place? Give as close to exact time(s) and date(s) as possible. ________________________________________________________________________
How did this make you feel?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________ _______________
________________________________________________________________________ ________________________________________________________________________
________________________________________ ________________________________ ________________________________________________________________________
________________________________________________________________________
WHERE did this happen?
WHY do you think this happened?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________ _____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________
WHAT actually happened? Give details beginning with how it got started. Who said I certify that the above information is TRUE and CORRECT.
what?
Student's Signature
________________________________________________________________________
________________________________________________________________________
Scribe’s Signature
________________________________________________________________________
Figure 1. Student statement forms were developed to gather information about student incidents.
(ELCC 5.1-5.5)
CREATING A CULTURE OF SAFETY 24
Figure 2
Agenda
1. Program Overview
• What is the Second Step program?
• Why are we teaching Second Steps?
Climate Survey information on Safety
Destination 2020 Goals
2. Introduction to SecondStep.org (www.secondstep.org)
• Online training
• Teaching instructions
• Resources to support program implementation and evaluation
• Digital versions of teaching resources, such as handouts and reinforcement materials
• Digital versions of family materials to email home
• Video examples of lessons and games
Figure 3
Figure 4
I am checking in to see how Second Steps is going for you and your students. When you get a
chance, will you please email me or fill this form out to let me know what lesson you are
on, what you think of it, how your students are reacting to it, if you are encountering any
problems with the program, and if you need anything.
Figure 4. November survey of staff to monitor Second Step implementation. (ELCC 1.1-1.4, 2.1,
2.3, 3.5)
CREATING A CULTURE OF SAFETY 27
Figure 5
Skillstreaming Group
Dear Parent,
The topics for the primary group are: The topics for the Intermediate group are:
· Knowing Your Feelings · Knowing Your Feelings
· Using Self Control · Using Self Control
· Showing Understanding of · Showing Understanding of
Another’s Feelings Another’s Feelings
Sincerely,
intervention group. Specific topics to be covered in the sessions are included in the letter. (ELCC
Figure 6
I am checking in to see how Second Steps is going for you and your students. When you get a
chance, will you please email me or fill this form out to let me know what lesson you are
on, what you think of it, how your students are reacting to it, if you are encountering any
problems with the program, and if you need anything.
What do you think of the program Second Step now that we are ½ way through the year?
Figure 6. January survey of staff to monitor Second Step implementation. (ELCC 1.1-1.4, 2.1,
2.3, 3.5)
CREATING A CULTURE OF SAFETY 29
Figure 7
Figure 7. Letter to encourage families to fill out the ASD Family Engagement Survey. (ELCC
4.1-4.3)
CREATING A CULTURE OF SAFETY 30