Running head: CREATING A CULTURE OF SAFETY 1

Creating a Culture of Safety

Celeste D. Long

University of Alaska Anchorage

CREATING A CULTURE OF SAFETY 2

Creating a Culture of Safety

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

safe school climate” (Anchorage School District, 2018).

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

to grow and develop as learners and citizens of the school community.”

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

students feel safe at school.

CREATING A CULTURE OF SAFETY 3

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

that students do not know how to behave in safe ways.

 “I feel safe at this school.” yes 73%, sometimes 22%, no 4%

 “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%

 “Students here treat me with respect.” yes 41%, sometimes 55%, no 2%

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

Through searches in multiple databases such as EBSCOhost, ERIC, ProQuest, Academic

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

search terms used were influenced by the focus of the research.

Conceptual Framework and Philosophical Foundation

Systems thinking is a mental model for viewing the dynamic relationships and

interconnections between all things. According to Senge (1990), “Systems thinking is a

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

throughout the research process.

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 Learning

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

statistically significant associations between measured social-emotional skills in kindergarten

and young adult outcomes across multiple domains of education, employment, criminal activity,

substance use, and mental health.

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

hypothetical situations than peers in control groups.

Social-emotional skills play a key role in classroom management. According to

Korpershoek, Harms, Boer, Kuijk, and Doorland (2016) a meta-analysis on classroom

management programs and classroom management strategies indicated strongest effects were

found for programs targeting social-emotional development.

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;

prosocial behavior; reduction or prevention of antisocial behavior, mental problems, and

disorders; and promotion of academic achievement” (p. 905).

CREATING A CULTURE OF SAFETY 7

Leadership and Social Emotional Program Implementation

According to Durlak (2016) there are ten important points of social emotional program

implementation.

1. Implementation refers to the ways a programme is put in to practice and delivered to

participants

2. Implementation is a multi-dimensional concept with at least eight related components

3. Quality implementation is an essential component of effective programmes

4. Monitoring implementation is an essential element of all programme evaluations

5. It is extremely costly to ignore implementation

6. Adaptations are common and may or may not improve programme outcomes

7. Effective professional development services are essential for quality implementation

8. Multiple ecological factors affect implementation

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

expecting the program to be taught.

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

SEL promotion in schools have stressed that, in addition to classroom-based programming,

CREATING A CULTURE OF SAFETY 8

school-wide SEL strategies are also needed. In a similar vein, Chunyan, Bear and May (2018)

indicated the importance of two general strategies in implementing a schoolwide social

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

actions evolved as the year progressed.

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

and this indicates a need for social skills instruction.

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

meetings and Open-Optional steering committee meetings (ELCC 4.1, 4.2).

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).

In November of 2017, Skillsteaming intervention groups were implemented (Figure 5). In

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

implementation (ELCC 1.1-1.4, 2.1, 2.3, 3.5).

CREATING A CULTURE OF SAFETY 12

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

Climate and Connectedness Survey (ELCC 1.2).

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

Committee meetings (ELCC 4.3).

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.

Results and Conclusion

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

Incident Grade Level Totals

P4 K 1 2 3 4 5 6
Assault 3 2 1 6
Attendance-Truancy 1 2 3
Cell Phone/ E.C.D. Misuse 1 1
Cooperate with School Personnel 1 3 10 1 12 1 28
Cyberbullying 1 1
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

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

proximity. In a similar vein Wheatley (2006) claims,

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

unintended consequences of our well-intended plans (Chapter 2, para. 47).

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

and school discipline systems to have a positive effect.

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,

such as Skillstreaming, should be continued.

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

physically and emotionally safe, and the students’ feelings of safety.

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

Social-Emotional Learning Approach and Student Engagement Across Elementary,

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

and research findings. Cambridge Journal Of Education, 46(3), 333-345.

doi:10.1080/0305764X.2016.1142504

Frey, K. S., Nolen, S. B., Edstrom, L. V., & Hirschstein, M. K. (2005). Effects of a school-based

social–emotional competence program: Linking childrens goals, attributions, and

behavior. Journal of Applied Developmental Psychology,26(2), 171-200.

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

Wellness. American Journal of Public Health,105(11), 2283-2290.

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

of the Effects of Classroom Management Strategies and Classroom Management

Programs on Students Academic, Behavioral, Emotional, and Motivational

Outcomes. Review of Educational Research,86(3), 643-680.

doi:10.3102/0034654315626799

Larsen, T., & Samdal, O. (2008). Facilitating the Implementation and Sustainability of Second

Step. Scandinavian Journal Of Educational Research, 52(2), 187-204.

doi:10.1080/00313830801915820

Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic

social and emotional learning approaches in schools: a framework for schoolwide

implementation. Cambridge Journal Of Education, 46(3), 277-297.

doi:10.1080/0305764X.2015.1125450

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New

York, NY: Doubleday Publishers.

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'

development in the area of skill, behavior, and adjustment?. Psychology In The

Schools, 49(9), 892-909. doi:10.1002/pits.21641

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

Education, 37(4), 505-524.

Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world.

[Kindle edition]. Retrieved from Amazon.com

CREATING A CULTURE OF SAFETY 19
CREATING A CULTURE OF SAFETY 20

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

Incident Grade Level Totals

P4 K 1 2 3 4 5 6
Assault 3 2 1 6
Attendance-Truancy 1 2 3
Cell Phone/ E.C.D. Misuse 1 1
Cooperate with School Personnel 1 3 10 1 12 1 28
Cyberbullying 1 1
CREATING A CULTURE OF SAFETY 22

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

Student Statement Form

Complete this form, giving as much honest and truthful information as possible. The
information will be used to help the administrators sort out the problem.

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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________ ________________________________
WHERE did this happen?
________________________________________________________________________
________________________________________________________________________
___________________________________________________ _____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How did this make you feel?
________________________________________________________________________
_________________________________________________________ _______________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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

September 27, 2017

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

3. Time to go through materials and plan lessons with grade-level team

Figure 2. Staff meeting agenda focused on Second Step. (ELCC 2.1-2.4)

CREATING A CULTURE OF SAFETY 25

Figure 3

Figure 3. Discipline flow chart describing discipline procedures. (ELCC 3.1-3.5)

CREATING A CULTURE OF SAFETY 26

Figure 4

Dear Kind and Caring Eagle River Staff,

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 lesson are you on?

What do you think of the program Second Step?

How are your students reacting to Second Steps?

Are you encountering any problems with the program?

Do you need help with 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,

As part of the behavior intervention plan at Eagle River Elementary,

students may be invited to participate in Skillstreaming Sessions.
Children who share a common concern meet together with Eagle River
Staff to receive support through Skillstreaming Lessons. Skillstreaming
employs a four-part approach—modeling, role-playing, performance
feedback, and generalization—to teach essential prosocial skills to
children.

Your child, ______________________________, is invited to

participate in three small group sessions. These sessions will be held on:

Tuesday, December 5th (primary 1:45-2:15 or 2:30-3:00/ intermediate 11:00-11:30)

Wednesday, December 6th (primary 1:45-2:15 or 2:30-3:00/ intermediate 11:00-11:30)
Thursday, December 7th (primary 1:45-2:15 or 2:30-3:00/ intermediate 11:00-11:30)

The topics for the primary group are:
· Knowing Your Feelings
· Using Self Control
· Showing Understanding of
Another’s Feelings
The topics for the Intermediate group are:
· Knowing Your Feelings
· Using Self Control
· Showing Understanding of
Another’s Feelings

Sincerely,

Celeste Long, Principal Intern

Lisa Prince, Principal

Figure 5. Letter to families notifying them of their child’s inclusion in a Skillstreaming

intervention group. Specific topics to be covered in the sessions are included in the letter. (ELCC

1.1-1.4, 3.2-3.5, 6.1-6.3)

CREATING A CULTURE OF SAFETY 28

Figure 6

Dear Kind and Caring Eagle River Staff,

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 lesson are you on?

What do you think of the program Second Step now that we are ½ way through the year?

How are your students reacting to Second Steps?

Are you encountering any problems with the program?

Do you need help with anything?

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