Harrisburg Safe SchoolsHealthy Students 20022006

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• Harrisburg Safe Schools/Healthy Students
  2002-2006
• Advancing School Mental Health Conference -
  October 25, 2007

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Fundamental Problems

• Reframe policy
• Adopt comprehensive intervention frameworks
• Rethink infrastructure, personnel roles
  functions
• Facilitate systemic change

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Student Survey Data, 2003 (Penn State Evaluation)

• Probation
• 329 students (68 male)
• Teen pregnancy third highest in state 22/100
  births
• Risk Behaviors (Students report--grades 6-12)
• Tobacco Use, cigarettes 24
• Alcoholic Beverages 40
• Marijuana 24
• Sold Illegal Drugs 5
• Engaged in sexual behaviors 63
• First time 12 years or younger 23
• 59 6-12 grades watch TV 3 hours daily

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Three-level Prevention/Intervention Services
Intensive intervention Interventions for
emotionally disabled - intense, comprehensive,
interagency family-focused, sustained help.
80
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Early intervention Providing academic
emotional support remedial help to students
placed at-risk.
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Universal prevention Promotion of academic,
social, emotional wellness for all students
through school climate, SEL skills, teacher
training, team support.
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Redesign Infrastructure

• Establish leadership designated roles and
  advisory council - district building levels
• Guide development
• Be accountable for daily implementation,
  monitoring, and problem solving

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Evidence-Based SEL Programming Paths to Success
in School and in Life
Evidence- Based SEL Programming
Provide Opportunities Rewards for Positive
Behavior
Greater Attachment, Engagement, Commitment to
School
Better Academic Performance and Success in
School and Life

• Teach SEL
• Competencies
• Self-awareness
• Social awareness
• Self-management
• Relationship skills
• Responsible
• decision making

Safe, Caring, Cooperative, Well-Managed
Learning Environments
Less Risky Behavior, More Assets,
Positive Development
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Outcome 1 Safe School Environment

• Crisis response
• PATHS
• Responsive Classroom
• Responsive Development Designs

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Outcome 2 ATOD Violence prevention/early
intervention

• Interagency collaboration
• Student referral process
• Family education
• Life Skills
• Services for students at risk

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Outcome 3 School and Community MH Services

• Prevention
• Intervention
• Treatment

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Outcomes4 Early Childhood Psychosocial and
Emotional Development

• Partnership with Head Start
• Development of premier Pre-K program
• Family services
• Parenting skills education

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Outcomes 5 Education Reform

• Responsive Classroom
• BB/BS mentors
• After school programming
• SEL leadership

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Outcome 6 Safe School Polices

• 13 policies revised and updated
• 2 new policies adopted
• Professional development for all staff
• Board policies shared with law enforcement
  agencies

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Student Attitudinal Outcomes

• Improved ethical attitudes and values
• Higher sense of self-efficacy
• Better sense of community (bonding) and view of
  school as caring
• Stronger commitment to democratic values
• More positive attitudes toward school and
  learning

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More Student Attitudinal Outcomes

• Higher academic motivation and educational
  aspirations
• Greater trust and respect for teachers
• Improved coping with school stressors
• Increased understanding of consequences of
  behavior

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Student Behavioral Outcomes

• More prosocial behavior
• Fewer absences and suspensions maintained or
  improved attendance
• Reductions in aggression, disruptions, and
  violence
• Fewer hostile negotiations lower rate of conduct
  problems better conflict resolution skills

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More Student Behavioral Outcomes

• More classroom participation and higher
  engagement
• Greater effort to achieve more reading outside
  school
• Better transitions
• Less drug, tobacco, alcohol use delinquent
  behavior
• Decreases in STDs, HIV/AIDS, suicide
• More involvement in positive activities (e.g.,
  sports)

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Student Performance Outcomes

• Improved math, language arts, and social studies
  skills
• Increases in achievement over time (elementary to
  middle school)
• Higher achievement test scores and no decreases
  in scores
• More progress in phonological awareness
• Improved learning-to-learn skill
• Better problem solving and planning
• Improved non-verbal reasoning

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Harrisburg Comprehensive Model for Student
Achievement
Supports for Learning (Addressing Barriers for
Learning)
Academic Instruction (Facilitation of
Learning)
Family
Student
Community
School
Leadership (Governance and Resource
Management)
All three components are viewed as necessary,
complementary and overlapping.
Harrisburg Comprehensive Model for Student
Achievement
Harrisburg Comprehensive Model for Student
Achievement
Harrisburg Comprehensive Model for Student
Achievement
Harrisburg Comprehensive Model for Student
Achievement
Harrisburg Comprehensive Model for Student
Achievement
Harrisburg Comprehensive Model for Student
Achievement
Academic Instruction Supports for
Learning (Facilitation of
Learning)
Academic Instruction Supports for
Learning (Facilitation of
Learning)
Academic Instruction Supports for
Learning (Facilitation of
Learning)
Family
(Addressing Barriers to Learning)
Academic Instruction Supports for
Learning (Facilitation of
Learning)
Family
(Addressing Barriers to Learning)
Academic Instruction Supports for
Learning (Facilitation of
Learning)
Family
(Addressing Barriers to Learning)
Academic Instruction Supports for
Learning (Facilitation of
Learning)
Family
(Addressing Barriers to Learning)
Student
Family
(Addressing Barriers to Learning)
Student
Family
(Addressing Barriers to Learning)
Student
Student
Community
Student
School
Community
Student
School
Community
School
Community
School
Community
School
Community
School
Leadership (Governance and
Resource Management)
Leadership (Governance and
Resource Management)
Leadership (Governance and
Resource Management)
Leadership (Governance and
Resource Management)
Leadership (Governance and
Resource Management)
Leadership (Governance and
Resource Management)
All three components are viewed as
necessary, complementary and overlapping.
All three components are viewed as
necessary, complementary and overlapping.
All three components are viewed as
necessary, complementary and overlapping.
All three components are viewed as
necessary, complementary and overlapping.
All three components are viewed as
necessary, complementary and overlapping.
All three components are viewed as
necessary, complementary and overlapping.
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Let our legacy be that of a brighter future for
all who follow in our footsteps. Mayor Steven
R. Reed, October 5, 2007 Rededication of John
Harris High School Campus after 55M
rehabilitation and expansion
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Thank you!

• Judy Nuss
• Coordinator of Social and Emotional Learning
• Harrisburg School District
• Harrisburg, PA
• jnuss_at_hbgsd.k12.pa.us