building a positive school climate

Report
BUILDING A POSITIVE
SCHOOL CLIMATE
THE REAL WORK OF THE SCHOOL
SAFETY TEAM
Copyright FEA 2013
Goals
 WALT understand the role of the School
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Safety Team (SST)
WALT define school climate
WALT utilize the key conversations of the
SST to foster school climate improvement
WALT explore the use of data to drive
decisions
WALT create a team action plan
Copyright FEA 2013
NORMS
1. Start and end on time.
2. State the objective and stay
focused.
3. Actively listen and participate.
4. Voice and respond to concerns
positively and non-judgmentally.
5. Address violations of the norms.
The L.W. Case
“Bullying and peer harassment is a function of
school climate.”
“The responsibility of school systems to
eliminate discrimination and protect students
from harm compels school districts to adopt a
school-wide, comprehensive approach
to eradicate bullying and peer harassment.”
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Bullying Commission Report
The Bottom Line:
“Strengthening school culture and
climate is the single best way to
reduce HIB in schools”
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The Anti-Bullying Bill of Rights
Establishes a School Safety Team to:
“Develop, foster, and maintain a positive
school climate by focusing on the on-going,
systemic process and practices in the
school and to address school climate issues
such as harassment, intimidation, or bullying.”
Copyright FEA 2013
Did Your School Safety Team Make the
Grade?
CORE ELEMENT 1: HIB Programs/Approaches
CORE ELEMENT 4: Curriculum and Instruction
CORE ELEMNT 3: Training
Core ELEMENT 5: HIB Personnel
Appoint a facilitator and a reporter
1. 15 minutes: Read each statement. Mark – Yes, No, TSD
2. 5 minutes:
Discuss as a group
What aspects of the SST’s job were not clear to you last
year? What is one aspect your team needs to address as
you go forward?
 Be ready to share a few big ideas from your group.
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Copyright FEA 2013
Act. 1 NJDOE
The CAR
Connected Action
Roadmap:
An Aligned and
Coherent Process For
School Improvement
Professional
Learning
Community
(PLC)
Formative &
Summative
Assessments
Standards
and Student
Learning
Objectives
Student
Learning
Effective
Instruction
Culture: Communication of Connections and High Expectations
Copyright FEA 2013
© CAR
A Definition of a PLC
Educators committed to working together using
processes of inquiry, problem-solving and
reflection upon their practice become a
professional learning community. A professional
learning community is a team or group of teams
working interdependently to achieve a common
goal for which members hold themselves mutually
accountable. (DuFour 2006)
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SCHOOL SAFETY (Climate) TEAM
 Operate as a PLC using climate data
 Focus on creation of a positive climate
 Work with the anti-bullying specialist
 Provide leadership that supports a positive
school climate
 Work collaboratively with other SSTs and
the district anti-bullying coordinator to
build a district-wide approach to climate
improvement
Copyright FEA 2013
The CAR
Connected Action
Roadmap:
An Aligned and
Coherent Process For
School Improvement
Professional
Learning
Community
(PLC)
Formative &
Summative
Assessments
Standards
and Student
Learning
Objectives
Student
Learning
Effective
Instruction
Culture: Communication of Connections and High Expectations
Copyright FEA 2013
© CAR
School Climate - Relationships
 Student to Student
 Student to Adult
 Adult to Student
 Adult to Adult
Copyright FEA 2013
CLIMATE FOR STUDENTS
o A physical environment that is welcoming
and conducive to learning
 A social environment that promotes
communication and interaction
 An affective environment that promotes a
sense of belonging and self-esteem
 An academic environment that promotes
learning and self-fulfillment
Copyright FEA 2013
CLIMATE FOR ADULTS
Should it be any different?
• A physical environment that is welcoming
and conducive to learning
• A social environment that promotes
communication and interaction
• An affective environment that promotes a
sense of belonging and self-esteem
• An academic environment that
promotes learning and self-fulfillment
Copyright FEA 2013
You Can’t Tackle Climate without a
COMMON DEFINITION
 What are the components of
school climate?
 What are the indicators of a
positive school climate for each
component?
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Copyright FEA 2013
National School Climate – 12 Dimensions
ACTIVITY
Defining School Climate
 Appoint a Facilitator, Timekeeper and Recorder
 10 minutes: Review the 2 definitions of school
climate. As you read the indicators of each domain,
underline the key words and phrases that you feel
are essential to a positive school climate.
 5 minutes: As a group decide components or
domains you will use in your definition of climate.
 10 minutes: As a group define what your indicators
of success will be for each domain in your definition.
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PLC Conversation #1
ACTIVITY 2 - EXAMPLE
Components
Social-Emotional
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Indicators
Clear expectations for behavior
Consistent school and classroom
rules and consequences
Conflict resolution taught and
practiced
Mutual respect is evident in all
relationships – student to student,
adult to student, student to adult
and adult to adult
Tolerance and respect for diversity
Students and staff value
collaboration
Safe from emotional harm of
verbal abuse, teasing and
exclusion
ACTIVITY 2 - EXAMPLE
Components
Indicators
Physical
Cleanliness, safe from physical
harm, adequate space, welcoming
Morale
Strong sense of belonging, high
rates of participation in activities,
share ownership
Staff
Shared decision making, collegial
and collaborative approach to
working and learning together,
strong focus on student learning ,
PLC time
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TURN AND TALK
 What is 1 thing you’ve learned so far?
 How will this knowledge impact your practice?
 What is 1 question that you have?
Br
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CONVERSATION 2:
What is your current reality?
REFLECTION:
What do you already have in place?
What programs, approaches and/or initiatives
are already in place to deal with varying
components of school climate?
2 minutes: Jot your own list
5 minutes: Share and create one list for your
school
Use provided blank sheet for Activity 3- Reflection.
Copyright FEA 2013
DISJOINTED PROGRAMS: A Major
Barrier to School Climate Improvement
1. What is the goal of the program, approach
or initiative? What need is it addressing?
2. Is it achieving that goal and effectively
addressing the need? What data supports
our answer?
3. Decide to keep, modify or abandon
4. If you keep - clarify the purpose and the
connection to an overall school climate
improvement plan
Focus on PROCESS, not Programs
Copyright FEA 2013
The Three Levels of Text Protocol
1. Read the article
2. Underline two passages that you feel are
important and have implications for your
work
3. Follow the protocol for individual sharing
and group response
4. Note-taker will share common themes with
entire group
Copyright FEA 2013
WHAT ABOUT THE STUDENTS?
The law mandates year-round
anti-bullying instruction appropriate to
each grade.
Copyright FEA 2013
© New Jersey State Bar Foundation, 2011
Social and Emotional Learning and
Character Development
 Evidence-based SEL programs have many
significant positive effects, including improving
students’ achievement test scores by 11 to
17 percentile points (Payton et al.,2008)
 Social -emotional learning participants,
demonstrated significantly improved social and
emotional skills, attitudes, behavior, and
academic performance as reflected by an 11
percentile point gain in achievement (Durlak,
Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
Copyright FEA 2013
Collaborative for Academic, Social and Emotional
Learning (CASEL)
CONVERSATION 3: What do we want
students to know, understand and do?
 What do we want students to know,
understand and be able to do in terms of
social and emotional learning and character
development?
 Identify SLOs related to SEL and CD.
Copyright FEA 2013
Sample SLOs based on NJ Bar
Foundation Curriculum
 WALT understand the difference between bullying
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and normal conflict
WALT identify aggressive, passive and assertive
behavior
WALT use appropriate I Messages
* WALT identify our feelings
WALT identify the difference between telling and
tattling (ratting and reporting)
WALT demonstrate good bystander behavior
(www.njsbf.org)
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EXAMPLE SLOs: NJ BAR FOUNDATION
WALT solve normal conflict independently
* WALT cool off
* WALT actively listen
* WALT brainstorm solutions
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EFFECTIVE SEL Programs
 All staff members are trained.
 Skills are taught consistently by all staff
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creating a common language related to
expectations for behavior
Skills are connected to the student code of
conduct and discussions related to
discipline
Instruction is integrated into the curriculum
across grade levels and content areas
Skills are assessed to determine program
effectiveness
Parents are trained
Copyright FEA 2013
The word of the week is…
 Identify Core Values and Make Them
Part of the Mission
 Teach Character in Context
 Provide opportunities for students to
demonstrate character traits (Situations
involving conflict, relate traits to
behavior norms, service learning)
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Don’t Forget to Celebrate
Celebrations Build Community
 Make Respect Week Meaningful
 Consider a school-wide theme
 Plan meaningful celebrations
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A Climate for Adult Learning
 Civil
 Congenial
 Collegial
Expect. of Educators
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REFLECTION
Think about the adult to adult relationships in
your school
 Identify strengths
 Identify areas of concern
 What are possible causes for areas of
concern?
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Conversations 4 and 5
WHAT IS YOUR CURRENT REALITY?
Looking at Data:
1. School Climate Surveys (NJDOE+)
2. Attendance data
3. Grade distributions
4. Disciplinary referrals
5. Bullying reports
6. I&RS referrals
7. Other data?
Copyright FEA 2013
CONVERSATION 6:
Analyzing Data
 Examine the data
 Identify patterns
 Identify areas of strength
 Identify areas of concern
 Brainstorm possible reasons for results
Copyright FEA 2013
Activity: Analyzing Data
 10 minutes: Examine the summary data for
one domain. Note areas of strength and areas
of concern.
 2 minutes: What other data might you collect
to “dig deeper” into responses?
Be ready to share one finding and one other
data source you might use.
Copyright FEA 2013
REFLECTION: Where are we now?
 Appoint a Facilitator, a Timekeeper and a
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Note-Taker
15 minutes: Read each element, discuss and
circle the level that best describes your
school at the present time.
5 minutes: Prioritize the top 3 areas that you
believe need to be addressed.
5 minutes: For each priority need, review the
descriptors and determine what needs to be
done to move your school to the next level.
5 minutes: Identify current areas of strength.
Copyright FEA 2013
CONVERSATION 7:
Develop an Action Plan
 Prioritize the areas of concern
 What areas of strength can be leveraged?
 Create a plan to address areas of concern
that includes the specific goal, the people
responsible, a timeline, assessment tools
and an intended outcome
 Anticipate roadblocks and be proactive
 Focus on clarity around the evidence of
success
See sample in packet.
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CREATE and Sustain a
MEANINGFUL VISION
 Develop a school mission that truly supports
the highest level of academic and social and
emotional learning for both students and
adults
 Hold each other accountable for behaving in
ways that support that mission
 Leadership matters
 Remember the climate got that way because
of inattention to climate – It will take 3-5
years for systemic change – STICK WITH
IT!!!
Mission before/after
Copyright FEA 2013
THE SPIRIT OF THE ABR
COMPLIANCE AND PRACTICE
COMPLIANCE with the ABR must include on-going
assessment and continuous improvement of the
systemic PRACTICES and PROCESSES that
support a positive school climate.
Assess
Implement
School
Climate
Plan
Analyze
Copyright FEA 2013
The CAR
Connected Action
Roadmap:
An Aligned and
Coherent Process For
School Improvement
Professional
Learning
Community
(PLC)
Formative &
Summative
Assessments
Standards
and Student
Learning
Objectives
Student
Learning
Effective
Instruction
Culture: Communication of Connections and High Expectations
Copyright FEA 2013
© CAR
Sum It Up
3-2-1
 What are 3 big take-aways from this
session?
 What are 2 ways this information will
impact your practice?
 What is 1 question you still have?
Copyright FEA 2013

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