Ferrisburgh Central School Schoolwide Resiliency Action Plan

January, 2005 - December, 2006

FCS Faculty Review Date : _______________ FCS Board Approval Date: _______________

Area for Improved Student Performance: Strengthen K-6 student resiliency skills and asset development. Students will build resiliency skills to facilitate their academic, social and growth and success. 1. Developing a sense of belonging helps students to feel safe in the non-threatening learning environment. Students should develop a sense of place and belonging, identify threats interfering with academic, social, and emotional growth, and build resiliency skills to develop individual responsibility for being a member of a learning community. 2. Developing a feeling of mastery is central to building resiliency skills. Students should develop feelings of competency and mastery over aspects of their learning and development promoting and supporting positive growth and academic success.
Assessed Needs: ¥ Between 2002-2004, there has been a 55% increase in the number of self (student), parent and teacher-initiated referrals to the guidance office for short-term or evaluative counseling, small group work around coping skills ¥ Between 2002-2004, after the implementation of a school-wide common discipline plan, office referrals initially dipped, plateau-ed, and have recently increased. ¥ The Vermont legislature mandates the development of schools as learning communities and a safe, civil, positive and orderly learning environment free from harassment, hazing and bullying.
Measures of Improvement: ¢ Increase in student reporting of asset development, with data derived from surveys administered to grade 4-5 students in 2005, grade 5-6 students in 2006. ¢ At least 50% decrease in the number of Level II or Level III disciplinary referrals made to FCS administration for action. ¢ Reduction in referrals to alternative recess (a.r.) for reasons other than student choice ¢ Reduction in self-report of at-risk behaviors as measured by Grade 6 students on the Youth Risk Behavior Survey.
Action Steps and People Responsible Evidence and Dates
1. FCS Administration will gather support materials and convene meetings involving FCS staff, parents, community members, outside consultants (all as applicable) for these objectives: --conduct trainings to expand knowledge of needs of children on the autism spectrum, with visual impairments, displaying debilitating symptoms of anxiety and childhood depression, conflict resolution --review Òmandated reportingÓ mandate, develop internal child abuse reporting process, --review school-wide discipline plan and processes derived from it (i.e. alternative recess) to audit how well theyÕre working towards meeting stated goals. --develop, conduct and evaluate results of parent survey targeting FCS as a welcoming school (to all FCS parents, with additional questions to Òfirst-yearÓ FCS parents --expand Responsive Classroom methods and initiate steps towards schoolwide implementation --participate in ANWSU Prevention Council activities to support community-wide understanding and application of asset development. Administer the Youth Risk Behavior Survey to grade six. --professional development for staff new to these objectives --expand concept of student ÒjobsÓ around school as a way to develop connectedness and counter tendencies towards alienation. --expand volunteering at FCS.	1. Agendas and dates of trainings 2. Edited schoolwide discipline plan to be completed by September, 2005 3. Summary of parent survey will be shared with parents, staff, School Board by June, 2005 4. Report of ANWSU-FCS Prevention Council activities submitted. Results of Youth Risk Behavior Survey shared with staff, parents, School Board with recommended follow-up action steps by September, 2005 5. Expanded list of Òjobs around FCSÓ shared with staff ‹ September, 2005 6. New programs to expand volunteerism at FCS will be initiated by Dec. 2005, and report-out of programs shared with School Board. 7. New programs to extend concept of ÒwelcomingÓ new families to FCS will be initiated by Dec. 2005, and report-out of programs shared with School Board. 8. Report of extension activities designed and implemented by ÒspecialistsÓ will be shared with staff, parents, School Board by Dec. 2005 9. Summary report of student workshops/activities addressing positive self-concept, harassment and bullying will be submitted by Dec. 2005

Action Steps and People Responsible Evidence and Dates

1. Teachers and guidance program staff will teach and assess the skills students need in these areas, as part of all curricular areas.

2. Recognizing the changing FCS demographic, FCS staff will develop activities that address the need for intentional ÒwelcomingÓ actions/activities for Ònew to FCSÓ children and families (i.e. Kinder Camp)

3. Teachers and Staff will utilize school-wide themes (i.e. Everybody Counts) as an instructional tool and strategy to build and enhance self-esteem in students and families

4. ÒSpecialistsÓ will develop ways to seek out students with real or potential skill in content areas and coordinate extension activities to further develop and highlight interest and talent.

5. Because body image and media influence impacts self-concept, physical education and Health Services staff will research and develop intentional activities and curricular experiences to address positive self-concept and cooperative/Ópersonal bestÓ objectives. Guidance and library staff will facilitate book groups around this issue with grade 5-6 students. Bringing programs to FCS that connect with this goal (i.e. Girls On The Run) will be explored.

6. Guidance staff will coordinate Student Assistance Program (SAP) advisory committeeÕs identified objective of addressing overt/covert actions that impact positive and negative peer interactions among girls.

7. Guidance staff and FCS administration will invite community professionals to FCS to present workshops to students on building positive relationships and addressing harassing and bullying behaviors.

8. Leadership programs will be developed (i.e. Act 51 Prevention Council student representatives, Playground Activity Leaders (PALS) leadership program, Community Service Club) that supports greater student responsibility to positive outcomes for all FCS community members.

9. Guidance staff will work with VUHS guidance staff to coordinate mentoring program. On-going evaluations will seek to promote and enhance experience of high school mentors and FCS student buddies.

10. FCS Food Services will coordinate workshops and methods to increase student and parent awareness of the need for nutritional health. FCS Food Services and the FCS School Board will develop a School-wide Nutrition policy. Food Services and Health Services will coordinate School Health Council activities.

11. Guidance, Health and Food Services staff will organize parent workshops around asset development, parenting skills and raising healthy children.

12. Goals to address safe, civil, positive and orderly school climate will be addressed in staff Professional Growth Plans (PGP) and through the appraisal and evaluation process.

1.Students will practice resiliency skills in all classes and in their interactions throughout the day.

2.Students will formulate, carry through and evaluate personal growth goals each year, K-6, and report progress towards successful goal attainment to parents.