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Working Version Sellwood School Climate Plan 21-22
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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)

https://docs.google.com/a/apps4pps.net/drawings/d/sj9-IDumIBo6stupLX4HX8A/image?w=259&h=44&rev=1&ac=1

https://docs.google.com/a/apps4pps.net/drawings/d/stwYEANcacB1InqH7zLUTqg/image?w=495&h=193&rev=1&ac=1

CR-PBIS

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:

  1. Explicitly teach what is expected
  2. Actively acknowledge kids when they are following the expectations
  3. Instructionally correct kids when they are not following the expectations

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.

More specifically:

How do we make certain that PBIS is culturally responsive?

Restorative Practices

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:

Equity/CARE

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)

Team Member

Name

Primary Meeting Role (Facilitator, Data Analyst, Minute Taker)

Backup Meeting Role (Facilitator, Data Analyst, Minute Taker)

Coordinator

Diana Collins

Facilitator

Data Analyst

Administrators

Diana Collins

Jeandre Carbone

Facilitator

Data Analyst

Note Taker

Behavioral Expertise

Adam Kennybrew

Intervention Coach

Note Taker/ Updating

LA/SS Teacher

Caroline McCulloch, Adam Gaede

Elective Teacher

Walker Laws, Anna Noel

Community Representative

Kratna Ramirez Hernandez

Latino Network

Student Members

Eideann O’Riordan, Drew Sykes, Zoe Vandehey

Student Representatives

Climate Team Meeting Schedule

Month

Topic/Assessment

August 25

2019/20 Start Up meeting, Plan Climate PD ½ day

October 3

Review School Climate Survey Data

Identify areas of focus

Use staff survey to generate award categories.

October 17 

Work on climate improvement and PBIS initiatives: teacher focused

Plan assembly

Define traits of awards categories (Integrity, Care, Leadership)

October 31

Review SMS Climate Plan

November 20

Generate questions for student survey (to plan all-school anti-hate, tolerance lessons)

December 12

Review SIT process/student concerns

Review student survey results, identify trends

First all school lesson: Kindness

January 9

Plan for lesson

Plan “Kindness Month” (February)

January 23

Plan second all school lesson: Social Media

February 6

Review Discipline Data

Discuss next steps in all school lessons with student input.

February 20

Plan Anti-hate speech/language lesson

March 5

Review school values, discipline data, other school needs.

March 19

Debrief lesson, work on assembly

April 2/16

Plan Anti-racism/discrimination lesson

Meeting Agenda:

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.

        

Link to Expectations Matrix here

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

Date

September/October: Lunchroom/recess

November/December: Assemblies

January/February: Hallways, Bathrooms

Active Supervision

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 Behaviors

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

   

INCLUSIVE


PRACTICES

The teacher builds an intentional learning community by:

  • 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
  • Make curriculum relevant to student lives through culturally responsive teaching
  • Produce, Exhibit and Celebrate Student work as valued, honored and shared for the benefit of all members of the community.
  • Providing leadership opportunities for students at all levels through: classroom responsibilities, teacher assistants, WEB Leaders, after school clubs, GSA leaders, Clilmate team members.
  • Collectively identify and examine the definition and application of the Character Traits within the school community and honor students Quarterly for identified traits.
  • Developing classroom routines & sticking with them, including learning targets and exit ticket.
  • Use specific positive reinforcement/acknowledgement at a significantly higher rate than redirection/correction, 4:1.
  • Building  positive relationships with students and families by connecting about life outside of school and sharing stories/ artifacts
  • Finding ways to make the curriculum relevant to students’ lives (through their culture, language, interests, etc.) when appropriate.  
  • Use mindful listening with students in order to ensure that communication is both effective and reflective for students and teachers.
  • Looking for opportunities where students can contribute and make choices in the curriculum when appropriate
  • Positive phone calls to parents
  • Clarity and culturally responsiveness  in communication to students, families, and community
  • High expectations for students with teachers providing supports and scaffolding

BEHAVIOR

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

POSITIVE

INTER-

VENTION

OPTIONS

Teacher 3 interventions from the following:

  • Contact Family
  • Re-teach expectations
  • Provide choices whenever possible
  • Change seating
  • Movement Break
  • Class Meeting
  • Pre-correction
  • Private direction
  • Time out (in class)
  • Praise for taking responsibility
  • Identify replacement behavior
  • Redirect student
  • Modify/differentiate work
  • “Phone Basket”
  • “Yes/ And” Acknowledgement
  • Consult with SPED case manager, ELL teacher, psych, nurse, counselor

Teacher & Admin uses, implements, and/or supports:

  • Stage 1 interventions
  • Restorative justice
  • Referral to Student Intervention Team
  • Time out (out of class- less than 10 minutes) with written reflection)
  • Behavior contract
  • Written agreements
  • Identify “safe place” to cool off
  • Parent/teacher/student/admin conference
  • Parent/teacher conference
  • Check-in/check-out routines with students
  • Meaningful work/community service
  • Quick Behavioral Assessment
  • Interest inventory
  • Daily progress report
  • Identify peer/mentor/adult supports
  • Based on the intervention options: Level 1: Conferences, Level 2: Interventions
  • Consult with SPED case manager, ELL teacher, psych, nurse, counselor

Teachers & Admin uses, implements, and/or supports:

  • Stage 2 interventions
  • Referral to Student Intervention Team
  • Check-in/check-out routines with individuals
  • Safety or behavior plan
  • Referral to Major Suspension Program
  • Referral to DESCC
  • Consult with SPED case manager, ELL teacher, psych, nurse, counselor

TEACHER

  • Teacher implements appropriate Stage 1 positive interventions (see above)
  • Teacher may complete Stage 1 Behavior Report online
  • Teacher must contact family


  • Teacher implements appropriate interventions
  • Teacher may submit Stage 2 Behavior Report in written form to Admin.
  • If necessary, teacher calls office and asks for Administrative assistance
  • Admin and teacher decide who will call family
  • Teacher calls office and asks for Administrative assistance
  • Teacher completes Stage 3 Behavior Report

ADMIN


  1. Admin consults reporter/teacher about Stage 2 Behavior Report
  2. Admin reviews possible actions (restorative or retributive) to take in consultation with PPS Student Rights and Responsibilities Handbook
  3. Admin contacts families regarding consequence
  4. Admin resolves incident within 2 days and follows up with teacher

*Stage 2 referral can become stage 3 for repeated offense

  1. Admin picks up student and Stage 3 Behavior Report from classroom
  2. Student does not return to class until conference with Administrator
  3. Admin consults & follows up with reporter/teacher about Stage 3 Behavior Report the same day or next
  4. Admin reviews possible actions (restorative or retributive) to take according to PPS Student Rights and Responsibilities Handbook


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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.

Date

Topic

Presenter

August 26

MTS, Climate, Positive Phone Calls, Classroom Management Plan

Bethany Nelson, Jeandre Carbone

October 1

Climate-SIT Process

Bethany Nelson, Jeandre Carbone

December 3

Climate--students first, introduction to “Teacher’s Encyclopedia”

Jeandre Carbone

December 17

Introduction to Restorative Circle

Dan Adkisson, Carly Cusack, Dawn Jardine, Katie Francis

January 7

Climate-Review student survey, introduce first all-school anti-hate/tolerance circle lesson (Kindness)

Bethany Nelson, Dan Adkisson, Carly Cusack, Dawn Jardine, Katie Francis

February 4

Introduce second all-school anti-hate/tolerance circle lesson (Social Media)

Caroline McCulloch

March 3

Introduce third all-school anti-hate/tolerance circle lesson (Hate Speech/Language)

Climate Team

April 7

Introduce fourth all-school anti-hate/tolerance circle lesson (TBD)

Climate Team

May 5

Introduce fifth all-school anti-hate/tolerance circle lesson (Racism)

Climate Team

June 5

Review of School Climate Plan/Staff Handbook

Climate Team

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.

link to classroom management plan example

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

Date

Data Shared

Staff Input Topic

September

Student Success Survey

Where is the need for improvement greatest?

December

Student Climate Survey

What topics do students feel are an issue and need to be discussed? What trends do we see?

February

Discipline Data

What trends do we see?

How can we implement Tier 2 interventions to respond to these trends?

April

Student Success Survey

Where is the need for improvement greatest?


Where have we improved?

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):

Link to current TFI