• Review a five stage school climate improvement process: (i) Planning and preparation that builds on the school communities past efforts; (ii) evaluation; (iii) understanding the evaluation findings, engagement and action planning; (iv) implementation the action plan; and, (v) beginning the cycle anew.
• Review the fact that each of these stages is characterized by a series of tasks and challenges;
• Understand how the next three days of the institute will focus on:
1. Stage one, two, three and four related tasks and challenges;
2. Information and actual experiences school leaders have had evaluating school climate;
3. Learn about a number of school climate improvement efforts (e.g. creating codes of conduct; fostering student engagement and leadership; bully prevention/pro-upstander efforts; infusing social, emotional and civic learning into existing lesson plans, units and advisory activities; moral dilemma discussions; adult social, emotional and civic learning and more)
• Have the opportunity to consider how individuals and school teams can develop preliminary action plans to improve school climate in the fall.

• Participants will have all been sent written materials as well as a series of reflective questions before attending the institute. This material will include details about the framework noted above. The primary learning activity here will be to reflect on past efforts, current assets, challenges and goals.

• Develop an awareness of best practice school climate (SC) components, processes and practices to inform the development of a school climate vision/mission.
• Reflect on stage one tasks such as: (i) Forming a representative SC improvement leadership team (ii) Building support and fostering "Buy In" for the school climate improvement process; (iii) Establishing a "no fault" framework and promoting a culture of trust.
• Experience a process your school team can use to develop a school climate vision and mission.
• Develop a "draft" school climate vision and mission and align it with your schools vision/mission. " Understand the critical role of the SC vision and mission in framing and supporting school climate work, developing and reaching goals, and achieving the school vision/mission.

• Participants will learn a process school teams can use to develop a school climate vision and mission and align/connect it firmly to the schools vision/mission.
• Participants will develop a "draft" school climate vision/mission after reviewing the National School Climate Standards.
• Participants will align the "draft" vision/mission with their schools vision and mission.
• Participants will develop next steps to implement this process in their schools

• Participants will learn about the three stage one tasks noted above.
• To conduct a gap analysis between these three goals and current practice and/or resources that will support the actualization of these three tasks.

• Participants will develop norms for our working and learning together in ways that can be replicated in your school.
• Participants will share example of how they have or might form a truly representative leadership team.
• Participants will consider the range of ways that we can and need to build support and "buy in" for school climate improvement efforts. Although building support and fostering buy-in importantly emerge from the ongoing process of being respectful (e.g. thoughtfully listening, validated, authorizing and implementing suggestions and ideas, sharing leadership, etc.) participants will also consider several essential questions that can support "buy-in" and the visioning process.
• Participants will consider the range of ways that we can and need to celebrate past successes and consider how action plans can build on past efforts.
• Participants will pay attention to and learn from the group process that we actually use to address the questions and tasks noted above.

• Participants will know more about how trust or a lack of it shapes their experience
• Participants will appreciate what you and your colleagues have (or have not) done to support trusting and collaborative working relationships
• Participants will know how to begin to judge to what extent a blame culture vs. a no fault culture colors life in your school
• Participants will know about a series of steps that you may want to introduce in your school this Fall.
• Participants will be able to talk about how the level of trust you feel in your school community colors your experience
• Participants will be able to develop a preliminary plan for their school that has the potential to (i) helpfully raise these issues and (ii) move the community from a culture of blame to a no fault framework

• Connecting to how our level of trust with others colors our experience (pair-share and larger group). This first set of learning activities will include "digging deeper" into the following questions and/or experiences: Considering the person or group we have felt the most trust with in or out of school. Considering the person or group we have felt the most trust with in our school. Considering how much or little trust we tend to fell with colleagues now. Reflecting on how does this affect your capacity to learn, teach and work with others?
• Overview: A brief overview of a "Trust and no fault frameworks vs. a blame culture" will be presented that supports participants considering the following three questions:
1. Where is my school? (Participants will use a rubric to develop an understanding of where they believe their school is on this continuum. Debrief.)
2. What can we do individually to promote a no fault framework? (In small groups, participants will generate a series of ideas about opportunities and challenges to support best practices and their individually "going the next step". In small groups, individuals write a short description of how they understand "best practices" to be in this area. Note what about the practice makes it success. Small group sharing The group summarizes major ideas on poster paper.
3. What can we do as a school community? In small groups, participants will generate a series of ideas about opportunities and challenges to support their school community "going the next step."

• Participants will learn how practitioners have used school climate assessment in their school communities;
• Participants will learn how you and your school may want to use comprehensive and scientifically sound school climate assessment to promote learning communities and action plans.

• Participants will learn from educational leaders who have and are in the midst of ongoing school climate improvement efforts;
• Participants will engage in discussions about common barriers and challenges as well as opportunities to evaluating school climate.

• Participants will learn how practitioners have used school climate assessment in their school communities;
• Participants will learn how you and your school may want to use comprehensive and scientifically sound school climate assessment to promote learning communities and action plans.

• To reflect on your schools past bully prevention efforts and how this work has colored school climate.
• To consider how there is virtually never a bully and a victim without witnesses: passive bystanders who collude with this toxic behavior and/or upstanders who (directly or indirectly) say "no" to bully-victim behavior as well as the range of other problems that color and shape school life.
• To consider (i) what it means to establish the foundation for effective bully prevention and pro-upstander efforts and (ii) six implementation steps that effectively build on your schools past bully prevention efforts:
  1. VISION - supporting educators in developing a shared understanding and vision of the bully-victim-witness cycle;
  2. ASSESSMENT - learning about current bully-victim-witness behavior;
  3. LEADERSHIP - communicating the commitment to the long-term, coordinated effort to prevent bully-victim behavior;
  4. CLASSROOM AND ADVISORIES - learning and teaching with students;
  5. INDIVIDUAL EFFORTS - educators, parents and guardians as well as mental health professionals learning and working together; and,
  6. COMMUNITY - strengthening school-community partnerships.

• Participants will review and reflect on their schools' past and current bully prevention and pro-upstander efforts.
• Engage in a series of highly interactive learning activities linked to several of the implementation steps noted above.
• Learn about protocols, rubrics and other tools that support K-12 schools implementing and sustaining an effective Breaking the Bully-Victim- passive Bystander cycle.
• Develop preliminary plans to introduce this work into your school and/or district.

• Develop an understanding of positive school-wide expectations that "cover all of the B.A.S.E.S." and their role in all students succeeding in school.
• Use learning's and sample school expectations to develop 2 - 3 positive school expectations.
• Use a tool to assess positive school-wide expectations to ensure that they "cover all of the B.A.S.E.S.".
• Experience a process for translating positive expectations into multiple school environments.
• Examine a best practice goal and related action plans for developing, implementing, assessing and sustaining a positive school climate "covering all of the B.A.S.E.S.".

• Participants will learn about best practice expectations and supports that impact positive behavioral, academic, social and emotional learning and supports.
• Participants will develop -3 positive expectations and translate a minimum of one expectation into two environments.
• Participants will review the critical components of a Positive Expectations Goal and Action plan to develop, implement, assess and sustain a positive school climate covering all the B.A.S.E.S.

• To understand the importance of having prosocial norms for staff and student behaviors rooted in consensually agreed upon core ethical values.
• To learn the advantage of having a common framework of values at the district, school and classroom levels that allows for school-level identity and developmentally appropriate behavioral definitions.
• To understand the difference between lifestyle values and core ethical values and between the overt and hidden curriculums that promote or undermine effective codes of conduct.
• To explore the systems issues, challenges and lessons learned by other schools embarking on the multi-year process of developing and implementing codes of conduct as they apply to participant's school.

• Engage in a two-part activity to identify and define core ethical values, which can be replicated with parents, staff and students.
• Identify the stages of developing prosocial norms for adults and students at the district, school and classroom levels, and discuss how to effectively communicate these norms to the school community.
• Discuss examples of what happens when people in the school community behave in ways that undermine the code of conduct and brainstorm effective measures that participants have taken to right the ship.
• Examine the application of codes of conduct for school discipline policies, the promotion of prosocial behavior and practices, including tolerance and upstander behaviors, and the implications for infusion across the curriculum.
• Conduct a preliminary assessment of the status and adequacy of their schools current code of conduct and identify what steps to take to make improvements as part of the school climate improvement road map.

• More about the unique school climate and social emotional needs of learning disabled students.
• Appreciate what special education has (or has not) historically done to support trusting and collaborative working relationships.
• How to begin to judge to what extent a blame culture vs. a no fault culture uniquely manifests in special educational environments.
• More about a process called the "Continuous Feedback System" used successfully in several unique special education school settings.

• Understand more fully the unique needs of learning disabled students and special education environments in the context of school climate.
• Develop a preliminary plan for their school that has the potential to (i) helpfully raise these issues, (ii) move the community from a culture of blame to a no fault framework, (iii) implement elements of a "Continuous Feedback System" framework.

• Connecting the principles discussed throughout the Summer Institute experience to special education students and setting, participants will consider how to use no fault frameworks and a "Continuous Feedback System" to improve school climate in special education.
• Overview: A brief overview of a "Trust and no fault frameworks vs. a blame culture" will be presented that supports participants considering the following three questions:
1. Where is my school in terms of school climate for special education? (Participants will use a rubric to develop an understanding of where they believe their school is on this continuum. Debrief.
2. What can we do individually to promote a no fault framework and continuous feedback unique to the needs of special educations students and settings? (In small groups, participants will generate a series of ideas about opportunities and challenges to support best practices and their individually "going the next step". In small groups, individuals write a short description of how they understand "best practices" to be in this area. Note what about the practice makes it success. Small group sharing.
3. What can we do as a school community? In small groups, participants will generate a series of ideas about opportunities and challenges to support their school special education community "going the next step.

• Explore deep levels of communication, vulnerability and relational trust that are central to a transformative school culture.
1. Review Four Mindset Model,
2. Introduce Pair/Draw protocol,
3. Experience The Stage,
4. Reflect on "The Art of Facing Things",
5. Cultivate trust,
6. Explore teacher attitudes toward students and the teaching presence.
• Work with the process of change, a core aspect of a transformative school culture
1. Review quotes on the nature of change,
2. Understand how to use the managing change model,
3. Look at such tools as shared agreements and school-wide touchstone/ rubrics to foster change.
• Reflect on three dimensions of school leadership-managerial, instructional and school culture.
1. Review article, "Three Dimensions of School Leadership,"
2. Discuss shared and distributive leadership,
3. Investigate: Strategy x Execution x Trust = Results.

Participants will have been sent the following materials: the Four Mindset Model and the Change Model. Activities are identified above.

Participants experience and understand some key processes to building an intentional school culture that enhance student success.

• Develop a deeper understanding of school climate data.
• Develop enhanced uses for school climate data.
• Develop group strategies to make deeper meaning of school climate data to enable strategic planning.
• Develop skills for sharing negative school climate data with others in a way to promote positive actions.

• Participants will gather a deeper understanding of school climate data (both qualitative and quantitative), what can be learned from it and how it can be used
• Participants will learn about and experience a process for representative teams to use to make meaning out of data
• Participants will learn and practice an effective strategy for sharing negative or uncomfortable data in a way that promotes positive action.

• Learn from and with Bill Preble and several student leaders about their research and work on school climate improvement in over 300 schools across the US. They will share the steps involved in successfully implementing the SafeMeasures student-led, collaborative action research process and discuss the essential elements of the process.
• Learn processes for selecting and training highly diverse student leadership teams (grade 3-12) to become effective partners in action research and school reform.
• Learn about the Respect Continuum and how to use it as a guide to designing a comprehensive approach to improving school climate and learning.
• Learn how to effectively use creative leadership tools, powerful school climate data, a diverse student leadership team, and adult support to effectively address the new National School Climate Standards.
• Learn how to plan effective action steps to implement a systemic, two-year school climate change process in your school.

• Participants will engage in a set of highly interactive leadership games and activities that they can use with their own students and teachers to understand school climate and the challenges of school change.
• Participants will review school climate data to understand how our SafeMeasures school climate data collection processes effectively assess school climate, respect, student engagement and empowerment, and respectful teaching.
• Participants will review a range of successful "best practices" that schools and student leaders have used to improve school climate, respect, engagement, and learning in their schools.
• Participants will engage in an activity using our School Climate Change Simulation Game to understand how to effectively plan a two-year, student-led action research process in your school.

• Participants understand four functional meanings of student empowerment:
1. achieving social, emotional and academic skills,
2. participating in one's own educational planning and implementation,
3. serving others
4. sharing decision-making with other students and with adults.
• Participants recognize examples of UPstander behavior.
• Participants understand the link between empowerment and UPstander Behavior.
• Participants identify examples of empowerment and UPstander behavior in their schools and in their individual practice.
• Participants experience a variety of empowering activities.
• Participants identify personal values and beliefs that motivate or discourage them from promoting empowerment and UPstander behavior.
• Participants establish a first draft of goals and action plans for their schools and/or their individual practice.

• Participants reflect on and discuss their current understanding of student empowerment and UPstander behavior.
• Participants learn and critique the facilitator's definition of student empowerment and UPstander behavior.
• Participants share examples of student empowerment and UPstander behavior in their schools and classrooms.
• Participants engage in various hands-on activities that:
1. build social and emotional skills;
2. encourage and support UPstander behavior;
3. encourage and support student participation in their own educational planning and implementation;
4. encourage and support student adult-student partnerships in planning and implementing school-wide UPstander initiatives.
• Participants explore their personal values and beliefs in order to position themselves as allies of student empowerment.
• Participants write plans for the enhancement of student empowerment and UPstander behavior in their schools.
• Participants critique each other's plans.
• Participants establish a post-workshop communications plans that will enable them to continue peer support beyond the Summer Institute.

• To be introduced to the ideas of individual socio-moral development, the changing meanings of a school's norms and rules, and how understanding both is related to creating a positive and responsive school climate.
• To gain an understanding about how students' socio-moral development enhances their self-regulation, their competency to take the perspectives of others, and their abilities to critically understand and solve problems. Regular participation in thought-provoking socio-moral dilemma discussions and making difficult hypothetical or school-related decisions in the contexts of trustworthy classrooms is an effective method to optimize the development of students' social and moral reasoning and emotional regulation.
• To appreciate the socio-moral dilemmas we face as educators, as school change agents, and as classroom teachers. Teachers and administrators who identify the social and moral aspects and consequences of the school-related issues they face and discuss them regularly together, in large and/or small groups, are effective in creating and sustaining a positive and responsive school climate.
• To learn the principles that underlie crafting and writing effective socio-moral dilemmas.
• To learn the principles and practices of conducting effective socio-moral dilemma discussions.
• To gain an understanding of how collegial teams of teachers working on the socio-moral development and positive school climate can use the Consultancy Protocol to sharpen lessons and activities associated with their work with students

• Actively participate in a socio-moral dilemma discussion that will demonstrate various methods for engaging all students in socio-moral problem-solving, including small groups, debates, role plays, and class discussions.
• Learn a series of research-based steps that will allow you to use socio-moral dilemma discussions as part of any course, in service learning, in clubs and sports, and afterschool programs.
• In 10 minutes write a socio-moral dilemma using the curricular material you teach from language arts and mathematics to physical education and music and appropriate for the ages and stages of your students.
• Receive individual feedback from the instructors about the socio-moral dilemma you write as well as share difficulties and tips for improvement in a group discussion.
• Receive collective feedback from the instructors and workshop participants using the guided Consultancy Protocol model for peer review.
• Engage in a role play where rotating "teachers" discuss with "students" how they can actively help to create and change their school's climate and norms as well as peer expectations by beginning with discussions that focus on the social and moral issues involved in incidents related to what they value and what they dislike about their school. Classroom discussions of this type lay the groundwork for mutual understanding, reaching agreement, and enacting shared guidelines to ensure each student feels respected, safe, and part of a community.
• Create a schedule for writing and infusing socio-moral dilemma discussions into your Fall 2010 lesson plans, units, and activities.

• To reflect on what kind of “living example” we are in schools.
• To reflect on what supports and challenges our being the kind of social, emotional and civic learners/model we want to be with students, colleagues and parents/guardians.
• To develop an awareness of the importance of pedagogical frameworks that can support adult social, emotional, and civic learning.
• To develop plans that will support us and fellow adults in our school community being helpful social, emotional and civic learners/teachers/living examples.

• Participants will reflect on current adult learning practice, their goals, and what supports and/or undermines their being able to actualize these goals in day-to-day interactions with students and other adults in the school community.
• Participants will delve into a deeper examination of common practices in traditional pedagogy and how they help or hamper the creation of a positive classroom climate and social, emotional and civic teaching and learning.
• Participants will be exposed to a series of adult social, emotional, and civic learning exercises.
• Participants will be given a mini toolkit of adult social, emotional, and civic learning activities that may be used to support teachers in developing and maintaining a positive classroom climate.

• Develop a deeper understanding of supportive team development and processes.
• Develop enhanced strategies for collaborative and inclusive decision-making.
• Develop enhanced group communication skills and processes.
• Develop skills for collaboratively building the School Climate leadership skills of all team representatives and the team as a whole.

• Participants will enhance their learning of effective team processes.
• Participants will learn and experience brief components of strategies and activities that enhance team development, respect, engagement and acquisition of SC goals.
• Participants will learn supportive group communication, leadership and decision-making skills.

• To consider where you and your school are now with regard to school climate improvement plans and processes and, in an overlapping manner social, emotional, ethical and civic (SEEC) education.
• To develop SMART school climate improvement goals that recognize and build on your and your school communities past efforts and current functioning.

• Participants will hear a brief overview of the action planning and implementation process.
• Participants systematically review “what is my school doing already with regard to school climate improvement and SEEC efforts?
• Identifying school climate improvement goals and activities
• Considering and detailing current internal and external “supports” and “challenges” that will color and shape the action planning and implementation process.