SACSC Model for Implementation

The SACSC Model for Implementation, based on 10 years of research and development in Alberta, has been created to guide the implementation of the comprehensive Safe and Caring Schools and Communities (SACSC) approach to building a positive learning community. SACSC programming prevents bullying and other forms of antisocial behaviour through character education, development of self esteem, conflict management training and building respect for diversity.

What is a Safe and Caring School? Click here to download the Attributes of a Safe and Caring School brochure

Model Summary

The Model for Implementation Summary outlines the steps involved in the SACSC comprehensive programming, the resources and materials required, as well as a cost projection table that can assist schools and school districts in determining the specific cost, based on the number and size of schools participating. Additional information that will be useful when considering implementing the safe and caring schools and communities comprehensive programming is contained in the following three documents:

Supporting Research for SACSC Approach
Current SACSC Projects
A list of grants which may be available to districts wanting to implement SACSC programs. (SACSC staff can provide assistance with grant applications.)

Please click here to download a zipped Model for Implementation Summary Package including the Model for Implementation Summary and related supplementary documents.

Full Model for Implementation

The SACSC Model for Implementation provides for capacity building at the school community level. Leadership training for school and community personnel will sustain SACSC programming over the long term by ensuring that experts are available locally.

For more information on the SACSC comprehensive approach please visit the other sections of this website or Contact the SACSC office.

The Society has just complete revision of the full Model for Implementation which is now also available to download from thie website.

What does the SACSC Comprehensive Approach
look like?

Phased-In Implementation Schedule
Steps to SACSC Implementation

Implementing the SACSC Comprehensive programming is a dynamic and flexible process. Schools may begin the process with one of four main components, adding an additional component during each of the four initial years.

The following implementation schedule is an example of a school-initiated approach beginning with curriculum integration, and then introducing school culture building activities, community activities and special programs/projects years 2–4. School-initiated approaches are most effective starting points when the staff relations are positive and school participants are enthusiastic. If there are staff-relations problems, the Healthy Interactions (special project) program implementation should be used as a starting point and serve as the primary focus during the first year. In some school communities, SACSC programming at the school level has been initiated by the community's involvement in the Society's Toward a Safe and Caring Community program. In others, student enthusiasm for Youth Action (and other special projects) encourages the school to adopt additional implementation components.

In all cases, it is important to note that the Society's staff is available to introduce SACSC programming to the school board, administration and staff. Once a decision is made to implement SACSC programming, the Society and school district's staffs can work with the school and school division to adapt the SACSC programming and implementation schedule to suit individual priorities.

NOTE: The Full Model for Implementation document describes each step in detail.

Pre-Implementation (to be completed May–August prior to implementation start)

Step 1 Generate Awareness	Provide information about the SACSC Approach to stakeholders. Generate awareness and interest in the school and community (using newsletters, information notices, etc).

Step 2 Make the Decision to Implement the SACSC Approach	Conduct Needs Assessment. Identify stakeholders and involve them in a policy development process. Acknowledge a need in the community. Decide which SACSC program to begin with.

Step 3 Assemble resources and assign responsibilities	Obtain all the necessary resources from the Society website or office. Assign school staff and community members to SACSC roles. Gather information about potential community partnerships including agencies and organizations that work in the community, with the school, or provide services to the youth and their families. Assemble staff, student and community volunteers. Administrators and lead teachers attend SACSC Leadership Institutes. Hold Teacher in-service workshop.

Step 4 Collect Baseline Data (May/June)	Assign research management duties or contract the Society for data analysis. Hold focus groups/interviews to gather thoughts and ideas from school staff, students and community members. Administer What Students Say, the SACSC student survey, and SACSC Knowledge Measurement Questionnaire to all students to collect baseline data and to determine priorities. Administer staff survey. Gather relevant school data on discipline, attendance, achievement, etc. Identify particular needs and strengths of the school. Collect relevant data from the community.

Step 5 Create an Action Plan	Involve all stakeholders. Create SACSC Steering Committee and set up meeting schedule. Conduct Action Planning Activity. Set up implementation teams. Obtain commitment from participants. Facilitate ongoing involvement.


Continuous Implementation Practices (All Years)

Involve the community	Provide opportunities for meaningful involvement. Maintain a functional level of involvement. Communicate appreciation.

Maintain momentum	Get everyone on board! Ensure that there is adequate support and participation in the initiative. Maintain dialogue between SACSC leaders, school staff, students, parents and other community members. Address doubt and dissent immediately. Continuously assess SACSC implementation through action research. Adapt practice to address challenges and changing needs.

Document change	Document learning and outcomes. Use simple/consistent methods of data collection. Identify accomplishments and challenges. Share evaluation results with stakeholders. Keep communication channels open. Celebrate achievements and build morale.


Steps to SACSC Implementation—at a Glance Years 1–4 Example Schedule

Step 1 Create Action Plan (Year 1 if not completed during pre-implementation)	Involve all stakeholders. Create SACSC Steering Committee and set up meeting schedule. Divide tasks based on individual strengths. Choose realistic actions. Obtain commitment from participants. Facilitate ongoing involvement.

Revise/Update Action Plan (September) (Years 2–4)	(NOTE: This can be completed at the end of the previous year) Schedule Steering Committee meeting for Year 2. SACSC Steering Committee arranges to create and fund SACSC community coordinator (position beginning Year 3 ). Stakeholders identify potential community facilitators for Year 3 Community Workshops.


Step 2 Curriculum Integration (September–June) (Year 1–4)	Hold Teacher in-service workshop for new staff and a refresher for those who attended in May/June of previous school year. Hold SACS curriculum implementation teams workshop. Create SACSC Implementation Teams. Schedule SACS curriculum implementation team meetings for Year 1. Hold Preventing and Dealing with Bullying workshop. Establish monthly SACSC school assemblies led by principal. Distribute monthly implementation bulletins containing information about topics and teaching methods (available from the Society office).

Introduce School Culture Building (September–June) (Years 2–4)	Establish monthly SACSC school assemblies led by principal. Coordinate whole-school activities related to topics.

Introduce Community Activities (September–June) (Years 3-4)	Community facilitators offer community workshops to parents, teachers and others in the community (SACSC certificate and college/university credit may be available). Steering Committee plans and holds Community Dinners every two months to introduce each new topic.

Introduce One or More Special Projects/Programs (September–June) (Year 4)	SACSC Student-Led Restorative Justice program. SACSC Youth Action program. ATA Healthy Interactions program. Alberta Education's Effective Behaviour Support program. UNESCO Associated Schools Project Network program.


Step 3 Collect Comparison Data (Year 1-4) (May/June)	Hold focus groups/interviews to gather feedback from school staff, students and community members. Administer What Students Say, the SACSC student survey, and SACSC Knowledge Measurement Questionnaire to all students to collect baseline data and to determine priorities. Administer staff survey. Gather relevant school data on discipline, attendance, achievement, etc Analyze data, measure progress and re-identify needs and strengths of the school. Hold SACSC staff development workshop and share data and findings.


Step 4 SACSC Leadership Training (Years 1-4)	Administrators attend Leadership Institute/Conference. (Years 1–4) Lead Teachers attend Curriculum Leadership Institute I (minimum of two lead teachers). (Year 1) Lead Teachers attend Curriculum Leadership Conference (minimum of two lead teachers). (Years 2–4) Additional participants attend Leadership I and Curriculum Leadership I Institutes. (Years 2–4) Community volunteers attend SACSC Toward a Safe and Caring Community Facilitator Training Institute. (Years 2–4) Additional volunteers attend Community Facilitator Training. (Years 3–4)


Subsequent years	Continue all programming focuses.