ࡱ> hjga i$bjbj:K:K 8RX!H\X!H\RR8 4J A  """pArArArArArArA$DGA"""""A 4Av$v$v$"  pAv$"pAv$v$<\> `.c"<\AA0A<^gH#gH4\>gH\>""v$"""""AAv$"""A""""gH"""""""""R> : Supporting school issues through a whole-school approach Theme Police district School nameSchool demographicsSubmitted byWesternPohutukawa CollegeDecile range 1-3Const I M Keen (School Community Officer) Jane Brown (Deputy Principal) SummaryImproving student achievement through addressing drug abuse, and encouraging healthy bodies and healthy minds. IssueSurveys of students and parents, and referrals to BOT for suspensions, stand-downs or expulsions, show that drug availability and use in the school has increased. Reports of drug use in the student management system (SMS) have gone up, but this is likely to be under-reported, as staff dont feel competent to identify drug use, or to use the SMS. Police report that drug-related youth crime in the local community has also gone up. This issue may be associated with decreased student engagement and increased unexplained absences. Achievement in NCEA Level 2 is down. Identification and prioritisationBOT: Drug-related suspensions/expulsions rose from 1 per term to 6 last term. SMS: 15% increased reports in SMS of student disengagement. Attendance: Unexplained absences increased by 3% in the current year. College staff: Requested information about drug behaviour and identification. Parents: 20% more concerns to the Dean/DP re drug issues than last year. Survey: Parents/students indicated that drug use is a problem in the college. Police: 15% increase in drug-related crime in local community over the last year; 7 cases last month of youths stealing re drug debt (up from 1 a month). Short-term goalIncreased reporting of students impacted by drugs (use or supply). Measured through reporting by staff into the student management system (SMS) during Term 4, after the intervention is implemented. Long-term goalDecreased reports of students impacted by drug (use or supply) by at least 50%. Measured by reports entered into the SMS for one term a year after the intervention, compared to the initial number of reports. Decrease in students attending health services due to drug use, from 6 per term to 2 per term a year after the intervention. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Developed a revised Alcohol and Other Drugs policy, based on the policy format in Bullying prevention and response: A guide for schools. Communicated the key points of the revised policy to students, staff and parents. Produced protocols for reporting students affected by drugs into the SMS, and provided staff training. Produced a roles and responsibilities document. Provided a PLD programme on drug user behaviour and identification, restorative practices, and on teaching strategies to build students social and emotional learning. Provided opportunities for teachers to observe other staff using SEL strategies, and to discuss and learn from the observations during teacher PLD sessions for departments and the whole staff. Produced examples of internally assessed achievement standards that could use drugs as a learning context. Community connections (consultation; collaboration; model parents) Followed-up Wellbeing@School surveys of students. Developed an assessment matrix and response guide to clarify severity of incidents, and a response process to them. Involved agencies when incidents met specific severity levels, e.g. working with: DHB funded AoD counselling drug testing company to support return to school contracts after suspensions Police to share information and support alternative action rather than Youth Court. Informed parents through the colleges e-newsletter. Provided a parents evening to discuss the revision to the policy and the planned actions in this intervention. Involved parents of Year 9/10 students through homework tasks in the health unit Pohutukawa My Future , my Choice. Curriculum teaching and learning (taking action for: myself; my friends; my community) Year 9/10 health teachers used SEL teaching strategies in Pohutukawa My Future, my Choice, in which students came up with and carried out proactive actions to make the college: a caring environment a place where they feel safe a place where they look after other students a place where "showing concern by telling about drug use is ok". In Year 11/12 pastoral care time, students: applied critical thinking to explore how drugs are socialised in NZ explored impact of drugs on personal and community hauora explored decision-making in scenarios applied safety skills to enact personal resolutions about drugs to prevent harm from their use. Peer support leaders ran student-led activities on reducing harm from drug use. ImpactThe short-term goal of increased reporting by staff into the SMS was achieved. A count in Term 4, after the intervention had been implemented, showed reports of students impacted by drugs (use or supply) had increased by 20% from the same time last year. This indicated that more staff were inputting data, and thus enabling earlier intervention to take place. Next stepsThe next steps towards the long-term goals include: at the end of October, reviewing our safety education plan for modifications for next year next year (ie, a year after the intervention), monitoring over one term the number of reports entered into the SMS of students impacted by drugs, and comparing this to the initial number of reports next year (ie, a year after the intervention), monitoring the number of students attending health services due to drug use. ObstaclesSome staff in the school felt that dealing with drug abuse was just the role of the deans, and that if teachers had to put time and effort into this issue, it would distract from direct effort on student achievement. This was dealt with through robust PLD so that staff accepted that work on building student engagement would influence achievement. A few parents felt that the restorative practice response to cases of drug abuse were soft, and keeping offenders ta the school could endanger their own children. This was dealt with by individually communicating with the parents concerned. ImprovementsBringing student voice beyond providing data through surveys, to being more actively involved in developing the intervention plan itself. Appointing one staff member to be in charge of communications through the media, to promote this intervention in a positive way at every opportunity. ConclusionThe school had initially thought the issues could be dealt with by just an education programme. However, as a result of this intervention, they now feel they have addressed the issue in a much deeper way, and are pleased that the effort to do so is resulting in real impacts on the issue that classroom education alone would never have been able to achieve.  Save as RIOD filename = Schoolname-schoolnumber- narrative-year-QID eg. Stjosephs-1234-narrative-2015-lsdb51.doc This filename will be changed before publishing     School narrative Healthy Body, Healthy Mind 2016 ٴ  PAGE \* MERGEFORMAT 3  89:;?@Q\~# J k l m n t v {   K Q $ % + - O P b c s ѻ hnh >h"hC]3hV'h$hhh{# hnh2h2 h2h2 hch > h +h2 h +h >h2 h3h >hPh > hXnh >=:@Q]q~Ikd$$IflP\*KGoq#!(  t0G$644 laytP $Ifgdj${gdogdo6kd$$Ifl\*KGoq#!(  t0G$644 laytP  & F$Ifgd9 $Ifgd2 $IfgdW $Ifgdj${l m n t % h{kdL$$Ifl0*:q#W1 t0644 laytP$$Ifa$gd" $Ifgd)gd " _ = %{ddddddd$ & F |$Ifa$gd9 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP " & _ j ~     % + : ; < = C D F L N ^ _ n p $%&'7Mz| h"h >h4&. h4&.h4&. h2h4&.h > hnh"hhcdhPhPhP5h1WhGh2hPh25 hch >@%&'7vmdd $Ifgd1W $Ifgd){kd\$$Ifl0*:q#W1 t0644 laytP$$Ifa$gd"\]{nne $Ifgd1W  & F$Ifgd9 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP [\]^-.UV#QRijlm̟̂~zh1WhDhR=$hCM(hLdhLdCJOJQJ^JaJmH sH hT)hh ihR=$h >5CJaJhR=$5CJaJhR=$hR=$5CJaJ h3h >h"hi hoh > hnh"h >h1WnH tH h2h2nH tH 0]^tJz{pccVVVV  & F$Ifgd9 $Ifgd" $Ifgd" $Ifgd){kdl$$Ifl0*:q#W1 t0644 laytP z#QR>Olm{  & F$Ifgd9  & F$Ifgd9  & F$Ifgd9  & F$Ifgd9 $Ifgd" & F$Ifgd9  & F$Ifgd9HM $Ifgd1W & F$Ifgd9  & F$Ifgd9  & F$Ifgd9 &(LMNbeQnqru<=IQ|ɷɳ𥡝xixixZxixixixh9h7CJOJQJaJh9h iCJOJQJaJh9hxiCJOJQJaJh9hpCJOJQJaJ h)hth"+h hoh > hNl~hthLd"hRCJOJQJ^JaJmH sH (hLdhLdCJOJQJ^JaJmH sH "hLdCJOJQJ^JaJmH sH h >h"h1WhD#{pp $Ifgd" $Ifgd){kd$$Ifl0*:q#W1 t0644 laytPQs{reeeV+$If^gd & F$Ifgd9 $Ifgd $Ifgd){kd|$$Ifl0*:q#W1 t0644 laytP|IOZ[`O R S a !!!""""##6#?#h#q############ннж̯Ыh9jh9Uh2#CJOJQJ^JaJ h2#h2#CJOJQJ^JaJh2# hXqh > hoh >hL, hXqh{rh|hY )h > h)h hh >h9hxiCJOJQJaJh9h7CJOJQJaJ1[R S {iiZ $Ifgd{r & F $Ifgd9 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytPS T a !!{ccX $IfgdL, & F 6$If`gd9 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP!!!""{pp $IfgdY ) $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP""""""########zgdXngd{kd$$Ifl0*:q#W1 t0644 laytP ##########f$g$h$i$gdgdCgdCgdXn ##########$5$H$J$K$b$c$d$e$f$g$h$i$п h2#h2#CJOJQJ^JaJh9hRmHnHuhjhUhhC(#h2h > hCh >6&P 1h:p:. A!"#n$n% $$If!vh#v!#v#v( #v :V lP t0G$65!55( 5 aytP$$If!vh#v!#v#v( #v :V l t0G$65!55( 5 aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP,s8888666666666vvvvvvvvv662226>66622666666662266666666666666266666666666666666626hH66666666666666666266666666666666666666666666666666666666666666662062 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nHsH tHL`L iNormal$CJOJQJ^J_HaJmH sH tH j@j o0 Heading 1$xhz#@&a$"5CJOJQJ\^JaJmH sH X@X 0 Heading 2dx1$@&5CJOJQJ\^JaJ2@A2 0 Heading 3@&V@V 0 Heading 4PP1$@&5CJOJQJ\^JaJDA`D Default Paragraph FontRi@R 0 Table Normal4 l4a (k`( 0No List V/V 0Heading 1 Char"5CJ KH OJQJ\^JaJ tH X/X 0Heading 2 Char$56CJOJQJ\]^JaJtH R/R 0Heading 3 Char5CJOJQJ\^JaJtH R/!R 0Heading 4 Char5CJOJQJ\^JaJtH jO2j $0Red para.NOPQB*CJaJphRO2R $0Roly 1 x6B* OJQJ]^JphHO1RH .0Style2xeCJaJmH sH tH ~@c~ `y0 Table Grid7:V0CJOJQJ^JaJH@rH C0Header B#CJOJQJ^JaJF/F C0 Header CharCJOJQJ^JaJtH Z @Z C0FooterH|#NCJOJQJ^JaJmH sH J/J C0 Footer CharCJOJQJ^JaJmH sH zOz 0 Body text'dx*$1$7$8$9DH$%B*CJOJQJ^JaJmH phsH .O. o0ThemeCJ aJ 8O8 0 Table textCJaJ*O1* c0Subhead^0`^ 1W0 List Bullet$d1$a$CJOJQJ^JaJmH sH F' F C0Comment Reference CJ^JaJ<@< "C0 Comment Text!CJaJJ/!J !C0Comment Text CharOJQJ^JtH @j@@ $C0Comment Subject#5\V/AV #C0Comment Subject Char5OJQJ\^JtH H@RH &C0 Balloon Text%CJOJQJ^JaJR/aR %C0Balloon Text CharCJOJQJ^JaJtH 1`r C0 List Number*' & F Ldx^L`%B*CJOJQJ^JaJmH phsH :U : M|0 Hyperlink>*B*^JphD& D  +0Footnote ReferenceH*^JO @M0JChar Char Char Char Char Char Char Char Char Char Char Char Char Char Char *dCJOJQJ^JaJmH sH h@h 2 List Paragraph+$d^a$m$CJOJQJ^JaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. J;̊iN $AI)t2 Lmx:(}\-i*xQCJuWl'QyI@ھ m2DBAR4 w¢naQ`ԲɁ W=0#xBdT/.3-F>bYL%׭˓KK 6HhfPQ=h)GBms]_Ԡ'CZѨys v@c])h7Jهic?FS.NP$ e&\Ӏ+I "'%QÕ@c![paAV.9Hd<ӮHVX*%A{Yr Aբ pxSL9":3U5U NC(p%u@;[d`4)]t#9M4W=P5*f̰lk<_X-C wT%Ժ}B% Y,] A̠&oʰŨ; \lc`|,bUvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!R%theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] iR == |#i$"( %]zS !"#i$ !#$%&'!@ @H 0(  0(  B S  ? {be~4UWgjV^Mswgj33333:nt'7^t {MozJgj VGz'YBA;$*(".^+3:@=J8~@\gLHv'ND*S*v&PyL^`OJQJ^Jo(hh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^h`OJQJo(hH8^8`OJ QJ ^J o(hHo^`OJ QJ o(hH ^ `OJQJo(hH ^ `OJ QJ ^J o(hHox^x`OJ QJ o(hHH^H`OJQJo(hH^`OJ QJ ^J o(hHo^`OJ QJ o(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJ QJ o(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hH 'NPy;$*Y@\gL:@=J*v.^+*S                                                                                  80E@MtG : ~ ' y ? {2#KL,-)lR #C(#{#R=$V'(Y ))F4*CB-4&.)/22C]3s3r&5707o8T;u@&3Ej@Fn3LZN`Pz #7T)4"+@ eeeei@Unknown G.Cx Times New Roman5Symbol3. *Cx Arial7.@Calibri;. *Cx Helvetica7@CambriaINMonotype Corsiva5. .[`)TahomaSTimes New Roman Mori?= *Cx Courier New;WingdingsA$BCambria Math"phSFjF'2g$V"2"2!nx20 3qH (7e2 ! xx 5Suggested layout as discussed (but feel free to adaptrhce42HERMANS, Roland (Roly)4         Oh+'0 0< \ h t 8Suggested layout as discussed (but feel free to adaptrhce42NormalHERMANS, Roland (Roly)36Microsoft Office Word@ @T+NP@x洿@:"՜.+,0, hp  ٴ2 6Suggested layout as discussed (but feel free to adapt Title  !"#$%&'()+,-./013456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVXYZ[\]^`abcdefiRoot Entry F`ekData *1Table2HWordDocument8RSummaryInformation(WDocumentSummaryInformation8_CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q