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When faced with danger you must DO something. The teacher at the Ant Hill School wants her students to be prepared - for everything! One day, she teaches her students what to do if a "dangerous someone" is in their school. "I'll be your shepherd, and you're all my sheep, so you must do what I say. Pretend there's a wolf in our building, and we MUST stay out of his way!" "We need a great plan of action in case we start to get scared. The ALICE Plan will work the best, to help us be prepared." Unfortunately, in the world we now live in, we must ask the essential question: What are the options for survival if we find ourselves in a violent intruder event? I'm Not Scared...I'm Prepared! will enhance the ALICE concepts and make them applicable to children of all ages in a non-fearful way. By using this book, children can develop a better understanding of what needs to be done if they ever encounter a "dangerous someone."
This book is a step-by-step guide on how to protect children from sexual abuse through Body Safety Education. It contains practical and age-appropriate ideas and information on how abusers groom and signs a child is being sexually abused.
This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
Welcome to Identity Safe Classrooms! In identity safe classrooms, students facing negative stereotypes or viewed as different are "seen," accepted, and valued for who and what they are. Their identity is embraced as an asset not a barrier for school success. Identity safety is a research-based set of practices that counter the harmful effects of stereotype threat and allow our students to reach their full capacity for learning, foster positive relationships, and better appreciate the full spectrum of human differences. The second of a two-volume set, Identity Safe Classrooms, Grades 6-12, is a call for educators to come together and realize a vision of schools as transformative places of opportunity and equity for all students. Inside you’ll find: Design principles for promoting belonging and a welcoming classroom environment Compelling evidence from identity safety research on ways to mitigate stereotype threat along with counter-narratives that challenge societal biases about gender, race, and other differences Pragmatic strategies for student-centered teaching, including trauma-informed practices, that hold high expectations and validate each student’s background as a resource for learning Vignettes with concrete examples and try-it-out activities and prompts for self-reflection Devour Identity Safe Classrooms, adopt its practices, and soon enough you’ll inspire in all of your students a greater sense of empathy and agency in their educational experiences. "Dr. Becki Cohn-Vargas along with Alexandrea Creer Kahn and Amy Epstein show us the intersections between adolescent identity development, racial identity development, and social-emotional development so we know how to use the diversity in classrooms as our strength." -Zaretta Hammond, Author of Culturally Responsive Teaching and the Brain "Identity Safe Classrooms should be in the hands of every educator who walks into a school. It′s clear and accessible, grounded in research, thought-provoking and engaging, and actionable, and fills a crucial gap in our resources for creating just and liberated schools." -Elena Aguilar, Author of The Art of Coaching "The authors have done an excellent job showing how an identity safe classroom integrates the growth mindset in a secondary school. When students feel accepted and valued, when they feel safe learning from mistakes and encouraged to continually grow as learners, they can reach their highest potential." -Carol Dweck, Stanford University
When Mr. Dill, the fire chief, comes to school to talk about fire safety, something unexpected happens.
Creating Safe, Equitable, Engaging Schools brings together the collective wisdom of more than thirty experts from a variety of fields to show how school leaders can create communities that support the social, emotional, and academic needs of all students. It offers an essential guide for making sense of the myriad frameworks, resources, and tools available to create a continuous improvement system. Filled with recommendations gleaned from research and ongoing work in every US state and territory, this book is a critical resource for understanding and adopting evidence-based practices and making programmatic decisions to ensure the ideal conditions for learning, growth, and development. "Creating Safe, Equitable, Engaging Schools is an essential read for teachers, principals, district leaders, and organizations that work with schools to create challenging and supportive environments for all students." --Paul Cruz, superintendent, Austin Independent School District "Osher and colleagues not only connect the dots between big ideas--deeper learning, trauma, social and emotional learning, evidence-based programs, comprehensive community planning--but they model the continuous improvement approach in the way ideas are ordered across and within the chapters. This is a masterful volume: comprehensive, accessible, and way overdue." --Karen J. Pittman, cofounder, president and CEO, The Forum for Youth Investment "This book provides a very usable road map for creating safe, healthy, equitable, and caring schools. The editors and contributors successfully integrate research, practice, and policy to help educators develop and implement effective and sustainable models to nurture caring schools that all children and educators deserve." --Mark T. Greenberg, Bennett Chair of Prevention Research, Pennsylvania State University David Osher is vice president and an institute fellow at American Institutes for Research. Deborah Moroney is a managing director at American Institutes for Research and is director of the youth development and supportive learning environments practice area. Sandra Williamson is a vice president for policy, practice, and systems change at American Institutes for Research.
This timely book presents a data-driven approach to preventing and responding to school violence. As school violence receives increasing attention across the nation, the application of scientific knowledge is critical. For maximum effectiveness, transdisciplinary teams should use school data, logic models, and theories of change to design, implement, and evaluate interventions. Collaboration among key stakeholders is also necessary to address both structural and systemic barriers to success with violence prevention. With concrete methods for promoting safety in primary and secondary educational settings, this book will engage and enable school faculty, counselors, administrators, and other partners to better understand areas of common interest and learn how to work together more effectively.
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Is your school prepared to deal with a crisis, whether it’s a hurricane, an earthquake, an explosion at a nearby chemical facility, an active shooter, or one of many other possibilities? Does your school have an up-to-date plan to deal with hazards of all sorts? Do teachers and other staff members know what to do in emergency situations to protect their students and themselves from harm? In this informative and comprehensive guide, school safety experts Amy Klinger and Amanda Klinger offer significant--and sometimes surprising--statistics on school safety, dispel common misunderstandings, and provide preK–12 school leaders with the specific information they need to prepare for and effectively respond to natural disasters, accidents, or violent events. Readers will learn how and why it is important to • Realistically assess threats and vulnerabilities. • Create and implement an emergency operations plan that follows government guidelines and best practices. • Decentralize authority and responsibility for crisis response. • Distinguish between three levels of “lockdown.” • Plan for short- and long-term recovery following an incident. • Make school safety an everyday component of school operations. At a time when schools at every level and in every community face the possibility of a crisis event, Keeping Students Safe Every Day equips leaders with the knowledge they need to give their students, staff members, parents, and the broader community confidence that their school knows what to do and makes safety a top priority.
When Billy Bully comes to play, he always takes the funaway.As Billy Bully does one rotten thing after another, his friendsdwindle to zero. With a little effort, Billy Bully realizes thata real friend cares about how others are feeling. Kids willlove to count down and--most importantly--back up, as BillyBully makes it up to his friends and gets the whole gang backtogether!