My Partner For Learning Solutions KEEP YOUR EMPLOYEES AND YOUR FINANCIAL BOTTOM LINE SAFE THROUGH ESTABLISHING STANDARDS AND MEASURES OF SUCCESS FOR CRITERION.

My Partner For Learning Solutions

KEEP YOUR EMPLOYEES AND YOUR FINANCIAL BOTTOM LINE SAFE THROUGH ESTABLISHING STANDARDS AND MEASURES

OF SUCCESS FOR CRITERION RUBRIC 2.1

A PRINCIPAL DRIVEN PROCESS

Workers’ Compensation TrustA Cooperative Program of

Educational Service District 113

Introductions

– Condee Wood – Principal, Marshall Middle School

– Andrew Eyres - Assistant Superintendent for Teaching and Learning, Capital Region ESD 113

– Bob Pierce - Safety and Health Manager, Capital Region ESD 113 WCT

– Paul Chasco - Risk Manager, Capital Region ESD 113

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Rubric 2.1

Increased knowledge about the current threats in our schools is a way to provide for increased physical safety for students, teachers and staff in the school. The following resources provide timely information about methods to increase physical safety.

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SESSION DESCRIPTIONCriterion 2 Ensuring School Safety

Understanding our processEngaging in dialogueConsidering benefits this may hold for district/school

OVERVIEW

– WCT’s in relation to Rubric 2.1– Work group formation and process– Criteria development– ESD Resources– School District Impact

Mission of ESD Worker Compensation Trust (WCT)

Provide medical benefits, wage certainty and return to work assistance for work place injuries as required by

federal and state statutes.

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Washington State ESD’s

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ESD 113 WCT44 school districts plus ESD 113Insure 13,000 school district employees83% are certified & administrative17% are classified13,556,000 yearly worker hoursAverage 485 claims yearly$3,400,000 yearly claim costs

Rubric 2.1 Employee Safety

How Does the WCT Relate to the AWSP Leadership Framework?

Reflection Components of the AWSP Leadership Framework

Knowledge and Skills: A principal’s knowledge and skills enhance his or her understanding of details associated with each responsibility. This section is not intended to be a complete list of knowledge and skills needed, but rather one that would stimulate discussion in the district. Evidence and Measures: Evidence and measures, which are an important aspect of any evaluation model, take conversations beyond the supervisor’s “gut feeling.” This section provides a sample of evidence or measures that principals and the district could use as a starting point for developing their own list. Support: All principals need district support for developing their skills and knowledge in each of the responsibility areas. AWSP encourages principals and their supervisors to brainstorm what that support would look like. Examples of such support are provided in this section. Authority: A principal’s ability to succeed in each responsibility is dependent on having the authority to do just that. This section focuses on district policies and teacher collective bargaining agreements that might have an impact on a principal’s authority.

Criterion 2 Reflection Components Ensuring School Safety

Elements UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

2.1 Provides forPhysical Safety

Neglects to consider the physical safetyof students andstaff; does not maintain and/or implement a current school safety plan; plan in place is insufficient to ensure physical safety of students and staff; major safety and health concerns

Maintains and implements a school safety planmonitored on a regularbasis; minor safety and sanitary concerns in school plant or equipment; problems might beidentified but are not always resolved in a timely manner: an emergency operations plan is reviewed by appropriate external officials and posted in classrooms, meeting areas and office settings

Implements a school safety plan that is based upon open communication systems and is effective and responsive to new threats and changing circumstances; problems are identified and principal is persistent in resolving them; proactively monitors and adjusts the plan in consultation with staff, students, and outside experts/consultants; staff proficiency in safety procedures are measuredand monitored by groupassessments followed by group reflection

Is proficient AND serves as a resource for others in leadership roles beyond school who are developing and implementing comprehensive physical safety systems to include prevention, intervention, crisis response and recovery

SUPERINTENDENT OUTREACHPROCESS

Review Data for 45 WCT Members– Size of district– History of productive joint projects– Supportive Superintendent

Selected a target test districtReceived buy-in by SuperintendentSuperintendent recruits 3 administrators to participateSuperintendent issues letter of support

Framing The Essential Questions Ask Olympia Superintendent: What are your current practices around employee safety as it pertains to rubric 2.1?Partnerships between:

Teaching & LearningWorker Compensation TrustSuperintendent & Principals

How can WCT support principals in providing documentation/artifacts in fulfillment of 2.1?

MEETING ONEFirst Meeting– Reviewed Purpose– Discussed general safety– Framed what success should look like– Shared district and school level data

Why important

• Costs to district• Cost to bottom line v budget number• Growth in injuries stats• Certificated & Classified Time Loss

Meeting two

Identified safety areas important/productive to the principalsReached agreement on top three safety initiatives that fulfill rubric 2.1Selected elements and artifacts that support and document initiativesAchieved concurrence for priority for each measurement criteriaIdentified Standards of success for each criteria

Meeting threeFinalized measurement of success for each areaAgreed on final productRecapped the process Encouraged principals to share results at district meetingsWCT & Principals agreed to use process to solve other specific safety areas of concern

– Special education injuries

Change in their administrative perception of safety/rubric– Importance of employee safety

Principal Identified Initiatives withinRubric 2.1

School Building Safety Walks

SafeSchool Safety Training

Use of Data

Initiative OneSchool Safety Awareness Walk

Seeing your building from a different perspective to identify and correct hazards before an injury(s)Ensures corrective action is implemented to eliminate hazardProvides artifact to demonstrate 2.1 fulfillment

Hazard Awareness & Identification

Core areas of ConcernSafe Operation; orderly, clutter free work areas, lighting, storage, etc.

Fire Safety; extinguishers are marked maintained.

Electrical; cords are maintained, surge protectors used properly, panels have proper clearance.

Chemicals; properly stored, MSDS / SDS and labeled correctly.

Developing the SAW Checklist• School District Loss Data

• Cause of Accidents

• Frequency and Cost of Accidents

• Location of Accidents

We've all seen this.

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Potential Tripping Hazard

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Potential Tripping Hazard

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Three Preventable Accidents

Slips/Falls are #1 Accident Type

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Paper Cutter: No Guard/No Lock

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Labor & Industries Compliance:Will Provide You: A Fine and an Audit

Blocked E-Panels – From SAW

Eyewash Required

Dumpster Picture From SAW

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Injuries Directly related to Garbage Dumpsters

$360,000.00 in our 44 School Districts in 3 years.

Overexertion's, Strains, and Struck by an Object.

Injuries to Back, Shoulders and Arms.

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Initiative TwoSafeschools Training

Provides artifact for 2.1 documentationIncreases safety awareness

http://safeschools.com/

Initiative ThreeUse of Data and Analytics

Provide data for principals to make sound safety decisions and focused trainings.WCT provides individual school and district loss & claim profiles.

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TIER 1 ELEMENTARY – Below the Average

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TIER 1 ELEMENTARY – Above the Average

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Tier 1 Middle School Comparative

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Tier 1 High School Comparative

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Tier 2 Elementary School Comparative

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TIER 2 ELEMENTARY – Below the Average

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TIER 2 ELEMENTARY – Above the Average

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Tier 2 Middle School Comparative

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Tier 2 High School Comparative

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Poll Audience

• What safety related processes & procedures has this triggered in you

• Rate yourself or your school on rubric 2.1• Set your goals• What suggestions do you have for the

improvement of the rubric 2.1

QUESTIONSThe Really Smart One - Andrew

The Really, Really Smart One - Condee

The Super Safety Guy - Bob

The Boring One (yawn) - Paul

THANK YOU– Condee Wood – Principal, Marshall Middle School

Olympia School District [email protected] – Andrew Eyres - Assistant Superintendent for Teaching

and Learning [email protected] 360-464-6721 – Bob Pierce - Safety and Health Manager, Capital

Region ESD 113 WCT [email protected] 360-464-6881– Paul Chasco - Risk Manager, Capital Region ESD 113

[email protected] 360-464-6886