The Peck Place School Climate Plan Presentation

(Updated October 2026)

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School climate is how it feels to be at school every day—whether the school is a safe, welcoming place where students, staff, and families feel happy, respected, and connected, and where everyone is ready to engage in learning and school activities.

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Think of it as the school’s “atmosphere” or “vibe.”

School Climate Committee Members

Administrator

Mrs. Tricia Lasto- principal

School Staff

Mrs. Denise DeRosa - school psychologist

Mrs. Diane Downey - social worker

Mr. Josh Dydyn - teacher

Dr. Ahlam Jalil - teacher

Miss Marcy Laden - teacher

Officer Bill Kelly - school security officer

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Parents

Yasemin Kavak

Jen Wright

Lynn Burrell

Areas of Strength

Positive Relationships and Connectedness

Academic Expectations and Adult Support for Learning

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Overall Sense of Safety

Strength #1: Evidence

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Positive Relationships & Connectedness

(NSCS Standard 4: Relationships – Respect for Diversity, Social Support)

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Evidence across surveys:

• Students report strong classroom belonging (60.4% “Always” feel part of their classroom community) and high rates of having a friend at school (97.9%).
• Staff overwhelmingly feel supported by colleagues and connected to one another (nearly 90% Agree/Strongly Agree).
• Families report that teachers treat children with respect (96.2% Agree/Strongly Agree) and that staff communicate well with parents.

Strength #2: Evidence

Academic Expectations & Adult Support for Learning

(NSCS Standard 3: Teaching & Learning – High Expectations, Supportive Instruction)

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Evidence across surveys:

• Students report high confidence in reading, writing, and math, and feel comfortable asking teachers for help.
• Staff strongly agree that teachers hold high standards and work hard to ensure students succeed (over 90% Agree/Strongly Agree).
• Families strongly affirm that teachers promote academic success and maintain high expectations.�

Strength #3: Evidence

Overall Sense of Safety

(NSCS Standard 2: Safety – Physical & Emotional Safety)

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Evidence across surveys:

• Students report feeling safe in classrooms, hallways, and common areas most or all of the time.
• Staff report feeling safe at school and confident that unsafe behaviors are addressed.
• Families strongly agree that their children feel safe at school and traveling to and from school.

Areas of Growth

Student Behavior and Peer Respect

Consistency and Fairness of Discipline Practices

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Recognition of Positive Student Behavior

Growth Area #1: Evidence

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Student Behavior & Peer Respect

(NSCS Standards 2 and 4: Safety & Relationships – Student Conduct, Mutual Respect)

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Evidence across surveys:

• Students indicate that peers are not always kind or respectful, particularly in less structured spaces (cafeteria, playground, bus).
• Staff express concerns about student behavior interfering with teaching and learning (high “Sometimes” responses).
• Families show more neutral or mixed responses regarding consistent enforcement of school rules.

Growth Area #2: Evidence

Consistency & Fairness of Discipline Practices

(NSCS Standard 2: Safety – Fair & Consistent Rules)

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Evidence across surveys:

• Students report variability in how rules are enforced and how peers behave across settings.
• Staff show mixed responses on whether all students are treated fairly by adults.
• Families indicate notable “Neither Agree nor Disagree” and some disagreement regarding fairness and consistency of rules.

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Growth Area #3: Evidence

Recognition of Positive Student Behavior

(NSCS Standard 3: Teaching & Learning – Positive Reinforcement)

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Evidence across surveys:

• Students report that respectful, responsible, and safe behaviors are only “sometimes” noticed.
• Staff responses indicate that recognition for positive behavior occurs, but not consistently.
• Families show mixed perceptions, with some disagreement about frequent recognition.

Goal Statement #1 and Strategies

Goal Statement 1: The Peck Place School will strengthen respectful student behavior and positive peer interactions across all settings by reinforcing clear expectations, increasing adult supervision and support, and embedding social-emotional learning practices to promote kindness, responsibility, and mutual respect.

Strategies:

• Explicitly teach and reinforce school wide behavior expectations in classrooms and common areas (cafeteria, playground, bus).
• Increase consistency in adult supervision and responses to student behavior in less structured settings.
• Provide professional learning opportunities on the integration of social-emotional learning lessons focused on empathy, conflict resolution, and respectful communication.
• Provide students with opportunities to practice and reflect on positive peer interactions.

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Goal Statement #2 and Strategies

Goal Statement 2: The Peck Place School will improve the consistency and fairness of discipline practices by clarifying behavioral expectations, aligning staff responses, and ensuring transparent communication with students and families to promote trust and equity.

Strategies:

• Review and clarify school wide behavior expectations and disciplinary procedures.
• Provide professional learning for staff on consistent rule enforcement and restorative practices.
• Communicate behavioral expectations and disciplinary processes clearly to students and families.
• Monitor discipline data regularly to ensure equitable and consistent application of rules.

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Goal Statement #3 and Strategies

Goal Statement 3: The Peck Place School will increase the consistent and visible recognition of positive student behavior by implementing schoolwide reinforcement practices that celebrate respectful, responsible, and safe behaviors and align with social-emotional learning goals.

Strategies:

• Implement a consistent schoolwide system for recognizing positive student behavior.
• Provide professional learning for staff on effective positive reinforcement strategies.
• Ensure recognition practices are equitable, inclusive, and visible across all school settings.
• Share positive behavior expectations and celebrations with families.

A Living Document: Ongoing Growth

• The school climate committee will continue to meet and evaluate success in these areas.
• I anticipate the plan will be altered as the year continues to meet the needs of the school community.

Thank You!

• Thank you for your partnership and support.
• I always have an open door. Please feel free to email me at tlasto@orange-ed.org with any questions, concerns, or ideas.
• Don’t forget to take the re-administered surveys, whether you are happy or not, your voice matters.