School Climate overview:
What Is School Climate?
School Climate is the learning environment created through the interaction of human relationships, physical setting and psychological atmosphere.
Why is School Climate Important?
Perceptions about school climate impact teacher morale and student achievement. Positive school climate benefits students, teachers, and staff. Teachers are motivated to teach, students are motivated to learn
School Climate encompasses CR-PBIS (Culturally-Responsive Positive Behavioral Interventions & Supports), Restorative Practices with the lens of racial Equity and practices of CARE (Collaborative Action Research for Equity)
CR-PBIS (Culturally-Responsive Positive Behavioral Interventions & Supports) uses implementation science to help students to develop positive behaviors. At the most basic level, CR-PBIS can be described as a three-pronged approach:
Research shows that when school staff acknowledge positive behaviors at least three times more often than correcting behavioral mistakes, misbehaviors decrease significantly.
CR-PBIS uses disaggregated data to make decisions and to develop the systems and practices of a school. The unique racial, cultural and linguistic makeup of the school is explicitly addressed at every decision point.
How do we make certain that PBIS is culturally responsive?
Restorative Practices, also referred to as Restorative Justice, is a range of community building, peacemaking practices adapted to the school setting. The intention is to build trusting relationships and offer restorative alternatives to punitive discipline.
Restorative Inquiry is an essential restorative practice. A series of guiding questions are asked:
This handbook is intended to inform Sellwood Middle School staff of the processes that support the reduction of exclusionary discipline to provide our students with equitable access to education. Portland Public Schools’ top priorities includes eliminating racial disproportionality in exclusionary discipline..
Our CARE work is intentionally focused on increasing classroom engagement for every learning style and our capacity for being culturally competent in our instructional practices and inclusive of our diverse learning styles.
“Portland Public Schools is committed to academic excellence and personal success for all students. Central to this commitment is educational equity. We are committed to providing instruction with the rigor, cultural relevance, and relationships that ignite the potential of each and every student. In order to do so, we must shift our practices to see students as individuals—including their race, their language, their gender, their sexual orientation, and their various abilities.
This work is necessary to serve a diverse student body well and prepare every student to navigate and compete in a culturally rich society and global economy, now and into the future.”
Chief Equity Officer, Lolenzo Poe
The School Climate Team (Tier I)
School Climate Team Information (1.1/1.2)
Primary Meeting Role (Facilitator, Data Analyst, Minute Taker)
Backup Meeting Role (Facilitator, Data Analyst, Minute Taker)
Note Taker/ Updating
Carolyn FIsher and Jill McMahon
SPED data analyst
Knowledge of Academic/Behavioral Patterns
Caroline McCulloch, Adam Gaede
Eideann O’Riordan, Drew Sykes, Zoe Vandehey
Climate Team Meeting Schedule
2019/20 Start Up meeting, Plan Climate PD ½ day
Review School Climate Survey Data
Identify areas of focus
Use staff survey to generate award categories.
Work on climate improvment and PBIS initiatives: teacher focused
Define traits of awards categories (Integrity, Care, Leadership)
Review SMS Climate Plan
Generate questions for student survey (to plan all-school anti-hate, tolerance lessons)
Review SIT process/student concerns
Review student survey results, identify trends
First all school lesson: Kindness
Plan for lesson
Plan “Kindness Month” (February)
Plan second all school lesson: Social Media
Review Discipline Data
Discuss next steps in all school lessons with student input.
Plan Anti-hate speech/language lesson
Review school values, discipline data, other school needs.
Debrief lesson, work on assembly
Plan Anti-racism/discrimination lesson
Agenda scheduled for each of our school climate meetings will be driven by the Tiered Fidelity (TFI) Action Plan.
Tier I Implementation
Programmatic Supports for all Students
Schoolwide Values and Common Area Expectations (1.3)
3 B’s: BE SAFE BE RESPECTFUL BE RESPONSIBLE
IN ALL COMMON AREAS
Posters have been made and distributed throughout the building in order to make them visible to students, staff and families. The intention is to send a consistent message about what our school community values and how it looks in different common areas. This will help Sellwood ensure that our school values are inclusive and affirming.
Common Area Expectations
Sellwood Middle School will utilize proactive and inclusive practices so students feel connected to the learning community. We will provide students with the opportunity to reflect on the impact of their actions, restore the harm, and develop the skills to make better choices in the future with the goal that the student be reintegrated back in the learning community.
All School Gathering Protocol:
Students have bi-monthly lessons, presented in first and sixth periods (varies), which address expectations in alternating areas (September/October: lunchroom, November/December: at assemblies, January/February: hallways).
Student expectations for assemblies are taught before each assembly. See lesson here.
Teaching Expectations (1.4)
Yearly Schedule for Teaching Common Area Expectations
January/February: Hallways, Bathrooms
Active supervision is the alert, proactive ability of the staff member to circulate within a group of students while interacting in a positive and constructive way, scanning for potential problems, diffusing them before they arise, and motivating students to do their best and monitor their own behavior.
Here is a link to the Sellwood supervision expectations.
Defining Minor, Stage 1 reports, and 2/ 3 Behaviors (1.5) Behavior level calibration will be conducted by building staff in order to properly reflect the evolving needs of our community and to accommodate the diverse racial, cultural, linguistic and developmental needs of our school.
Discipline Policies (1.6)
Sellwood Staff will create inclusive practice by:
Discipline Due Process Flow chart: linked here
Student Think Sheet: linked here
Restorative Resources/Assignments: linked here
Restorative Circle Resources: linked here
The teacher builds an intentional learning community by:
STAGE 1 BEHAVIOR OCCURS
Managed by teacher
Student remains in class
STAGE 2 BEHAVIOR OCCURS
Referral that may include admin.
Student remains in class
STAGE 3 BEHAVIOR OCCURS
Immediate admin. assistance
Student is removed from class
Bothering/pestering, cheating, damaging property, excessive talking, getting out of line, mild defiance, mild cursing, not following directions, play fighting, pushing or shoving, running, taking other’s property, teasing/put-downs
Abusive/Profane language, Class cutting/leaving without permission, Deliberate misuse of property, Display of patently offensive material, Disruptive conduct, Forgery, Gambling, Harassment: bullying, Inappropriate dress, Inappropriate use of technology, Indecent (obscene) gesture, Insubordination, Interference with school personnel, Intimidation, Loitering, Off limits, Open defiance, Plagiarism/cheating, Possession of prohibited item, Possession/use of stolen property, Reckless vehicle use, Tardiness, Theft: minor, Threat of violence, Trespassing, Truancy, Vandalism: minor, Willful disobedience
Alcohol/drug, Arson or attempted arson, Assault/menacing, Battery, Bomb threat, Burglary, Extortion, False fire alarm, Fighting, Firecrackers/explosives, Gang identifier, Harassment: sexual, Indecent exposure, Robbery, Theft: major, Tobacco, use and/or possession, Vandalism: major Weapons: dangerous, deadly, firearm, simulated, possession, use, threat with weapon
Teacher 3 interventions from the following:
Teacher & Admin uses, implements, and/or supports:
Teachers & Admin uses, implements, and/or supports:
*Stage 2 referral can become stage 3 for repeated offense
Professional Development (1.7)
Over the course of the year, staff PD must explicitly address these five essential areas: teaching school wide expectations, acknowledging appropriate behaviors, correcting errors, requesting assistance (SIT Team), and understanding the influence of race, culture and language on student behavior.
MTS, Climate, Positive Phone Calls, Classroom Management Plan
Bethany Nelson, Jeandre Carbone
Bethany Nelson, Jeandre Carbone
Climate--students first, introduction to “Teacher’s Encyclopedia”
Introduction to Restorative Circle
Dan Adkisson, Carly Cusack, Dawn Jardine, Katie Francis
Climate-Review student survey, introduce first all-school anti-hate/tolerance circle lesson (Kindness)
Bethany Nelson, Dan Adkisson, Carly Cusack, Dawn Jardine, Katie Francis
Introduce second all-school anti-hate/tolerance circle lesson (Social Media)
Introduce third all-school anti-hate/tolerance circle lesson (Hate Speech/Language)
Introduce fourth all-school anti-hate/tolerance circle lesson (TBD)
Introduce fifth all-school anti-hate/tolerance circle lesson (Racism)
Review of School Climate Plan/Staff Handbook
Classroom Procedures (1.8)
As per PAT contract every teacher will have a classroom management plan. Classroom management plans will be due to administration the day before back to school night. A sample plan is provided below; PD time will be provided in the first two weeks of school.
The Classroom Management Plan template covers the essential features of effective classroom management: Structure, teaching expectations, acknowledging positive behaviors, correcting misbehaviors.
Feedback and Acknowledgement Systems (1.9)
Research shows that when staff “catches" students exhibiting appropriate behaviors, those behaviors will increase and misbehaviors will decrease. Specific praise is extremely important in increasing the reoccurrence of appropriate behaviors. Some schools decide to give out acknowledgement “tickets”: small slips of paper that are aligned with the school values. All staff hand out the acknowledgement tickets (Panther Paws) along with specific praise, to students as they witness appropriate behaviors in the common areas, in classrooms, on buses, etc.
Description of our school-wide acknowledgement system:
●Greeting students by preferred name at the door during transitions to have a positive initial interaction
●Creating community agreements with input from students that are posted and referred to regularly
●Produce, Exhibit and Celebrate Student work
●Providing leadership opportunities for students at all levels through: classroom responsibilities, teacher assistants, Peer Helpers, student council, after school clubs, GSA leaders.
●Use specific positive reinforcement/acknowledgement at a significantly higher rate than redirection/correction, 4:1.
●Use Panther Paws to reward students: Panther Paws that are chosen are announced and students get a prize.
●Positive phone calls to parents
●Donuts for Do-Gooders (February Kindness Month)
●Pat the Panther: Staff get the school mascot (giant stuffed panther) in their classroom each week. Staff nominate the next staff member, and it is announced on the VOIP
●Honor Roll bulletin board (for 3.5 and above)
●Quarterly Awards Assembly: with awards (leadership, integrity, care) and a pep game
Faculty Involvement (1.10)
Schedule for sharing disaggregated data to staff and opportunities for input on Tier I systems
Staff Input Topic
Student Success Survey
Where is the need for improvement greatest?
Student Climate Survey
What topics do students feel are an issue and need to be discussed? What trends do we see?
What trends do we see?
How can we implement Tier 2 interventions to respond to these trends?
Student Success Survey
Where is the need for improvement greatest?
Tier I Evaluation
Evaluation of the Effects and Fidelity of the School Climate Practices
Discipline Data (1.12)
Tiered Fidelity Inventory (TFI) guides the action planning for the implementation of positive school climate.
School Climate Survey (SCS) determines the status of specific building-wide school climate initiatives and issues (Core Values, Student Voice, Specific CR-PBIS Initiatives--ex: acknowledgement tickets)
School Climate Action Plan (TFI):